0m) The next day. Qki4-05/06 1 iy B y 2 fziil 3 i/ s y 4 5 fziil 6 i/ 3 y 7 fzlil s i/ 3 y 7 /--It L 4'-fe-7-T-r^ao hfzfz Z-K, ;jl/c^T-ro J: < M'd o Tv' J-f JCo 13; < L V'tL‘#>o l'^^l± iz * 75'</)1:3 ^3 u— h t bo7c^T'f J:o U»i>o z. -r Z"v'T-f 5Klo v^>^^l±? I3'< ll-ji bxi ti:^TL/co I'O Z Tt. h Jlo rh7^ hx-? ;t;i. ^ <7)AliH^+EHH i: jSj4L ^ ^ v ^lt^/o^T"-t J; o atZ Oh ^^:6''ol:^i»o ±075' ;6';l © Mary: What do you think is good for a Valentines present? Michiko: Well, Takeshi always wears the same sweater, so why don t you give him a sweater? Mary: That might be a good idea. © Mary: Takeshi, this is for you. Takeshi: For me? Thank you. May I open it? Mary: Yes. Takeshi: Wow, this is a nice sweater! iVe wanted one like this. Did you knit it, Mary? Mary: Yes. It may be small, so please try it on. Takeshi: It fits perfectly. Thank you. John: Your sweater looks warm. Takeshi: Mary gave me this. John: It looks good on you. I want a girlfriend, too. You know, Robert got as many as ten chocolates. Takeshi: Hah, that’s incredible. How about you, John? John: I only got one. From my landlady. How sad. Takeshi: But Robert will probably have a tough day on White Day. John: White Day? Takeshi: Yes, boys have to return the favor on March I4th.
52>>^^i5-S:5£li Tchj V o cab Nouns h\Z L L iiigl 9"y9 9 '} 9-7 9 3" L fj) t L r±A ^ h M y h * ^ 3 17 u— h h \y-i-- it)-2) ^^9 9 ^ * '<\/y 9 'i y -f'— il 9^ * -"f' 7 ^ h -f — V7-7- t }5® -ryy 3 y ^ tfh ^H$w 'jJ:9L^ 'j H $ L J: /i.®# =E •^P 0 K14-07 u I a r y (my) older brother landlord; landlady return (as a token of gratitude) (your/his) wife uncle; middle-aged man aunt; middle-aged woman tumbler; glass Christmas (your/her) husband plate; dish time ticket chocolate sweat shirt stuffed animal (e.g., teddy bear) necktie St. Valentine s Day camcorder married couple; husband and wife “White Day” (yet another gift¬ giving day) winter scarf comic book multistory apartment building; condominium mandarin orange everyone; all ofyou ring radio parents resume * Words that appear in the dialogue
- adjective * (i L v.' ^L' ^-adjective 1+^ m 1/ - V e r b s * IC#)0 M-oT Ru-verbs ih ^ h ^ * ^)lf6 * <il6 Irregular Verbs y°a rt-:- X-f ^ Adverbs and Other * isji: * z ^ ^i.‘ ~ hfzLfz-to ^Ufz% * % t.n L/cbvH' J; < Counters * H ^ o —fig- ~/c V ^ o to want (thing stingy; cheap to send (person 11 thing i) to look good (on somebody) (thing tJ^') to give up (^i) to give (to others) (person IZ thing i) to give (me) (person IZ thing to come into existence; to be made to consult (person 11) to propose marriage (person IC ) Expressions same Mr./Ms.... (casual) ... like this; this kind of... [makes a noun plural] we exactly what should one do well [generic counter for smaller items] [counter for bound volumes] [counter for equipment] [counter for smaller animals] [counter for long objects]
S G r a m m a r CT isuu (i L ^' means “(I) want (something).” It is an t '-adjective and conjugates as such. The object of desire is usually followed by the particle tJ'*'. In negative sentences, the particle li is also used. V't L V 'T-To U t Li I want a good kanji dictionary. t L^'o/cT-to c ft ti When I was young, I wanted a toy Godzilla. 'j lit < ^j.-v'T-'To I don’t have much desirefor money. Xty O.Ul’i I want X. (i L V' is similar to /c v' (I want to do ...), which we studied in Lesson 11, in that its use is primarily limited to the first person, the speaker. These words are called “private predicates,” and they refer to the inner sensations which are known only to the person feeling them. Everyone else needs to rely on observations and guesses when they want to claim that “per¬ son X wants such and such.” Japanese grammar, ever demanding that everything be stated in explicit terms, therefore calls for an extra device for sentences with private predicates as applied to the second or third person.' You can quote the people who say they are feeling these sensations. I' Robertsays he wants a computer. You can make clear that you are only making a guess. ' Among the words we have learned so far, L '' (sad), L '' (glad), and v' t' (painful) are private predicates. The observations we make about (1 L v' below apply to these words as well.
|g14ii>>>55 ^ a 1 Z i L\±9 7 v y 9 <D CXy -hHl L < 'T L J: 9 o v-f'iProbably Kyoko does not want a CD ofclassical music. Or you can use the special construction which says that you are making an observation of a person feeling a private-predicate sensation. In Lesson 11, we learned the verb which replaces tz^^. ^ t 3 ^ Cl* (I understand that) Tomoko wants to study English. li L V' too has a special verb counterpart, (i L It conjugates as an u-verb and is usual¬ ly used in the form IJ L T v' -S, to describe an observation that the speaker currently thinks holds true. Unlike (i L ^the particle after the object of desire is t:. h A ^ ^ (i L T V' i-To tt (I understand that) Tom wants afriend. We have already learned the expression T L J: 9 in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression L H i -If Ay, and its short form counterpart At'i, L are much like T" L J: "i, and mean that something is a “possibility.” You can use t L H i -tf U when you are not sure what is real¬ ly the case but are willing to make a guess. A)'t is placed after the short forms of predicates, in the affirmative and in the negative, in the present as well as the past tense. O' It may rain tomorrow. ^ ^ J: ‘j > 1$-^^ -9 t Ltit-^fyo fz i-r $ ^ fzii^ Suzuki is perhaps taller than Tanaka. 'C^ $ The weather may not be good tomorrow. Tom may have been a bully when he was a kid.
Just like T L et 9 , ^ L >fl i goes directly after a noun or a tt.'-adjective in the pres¬ ent tense affirmative sentences. In other words, tz is dropped in these sentences. i:/v Tom is a Canadian. Tom might he a Canadian. h^^tzo Professor Yamashita is notfond of dogs. (1 ^ L^i't!rX>o It is possible that Professor Yamashita is notfond ofdogs. Present tense, affirmative verbs: ^7< l' l/Vadjectives: ^-adjectives: 7t%\ih. t noun -l-Zr^: A'X-ttL' jb'febnsttA/ gg ®tf5/<n5/665 Japanese has two verbs for giving. The choice between the pair depends on the direction of the transaction. Imagine a set of concentric spheres of relative psychological distances, with me at the center, you next to me, and all the others on the edge. When a thing moves away from the center, the transaction is described in terms of the verb If-S. When a thing moves toward the center, the verb we use is < ft <?>. SIf'i) I give to you. You give to others. I give to others. \ \ Somebody gives to somebody else. You 1 Others ___^ Somebody gives me. You give me. <ni) Somebody gives you. With both ^If-S and < ft-S, the giver is the subject of the sentence, and is accompanied by the particle l± or The recipient is accompanied by the particle IC.
I i ^ <7:) <7) A]: IS ^ ^ I fi i" o bfzl #5^4' Ii4' I will give the woman flowers. ^<7)A-<75AI1^ <7)Aii0#1+^ ^t=)lf i L/co^ «^<i. y-t fit; v-t t iti' The woman gave the man a watch. (^AIZ) tr LV'* ^ LUi-tfAo I)i0t/v tf-L ht:t> <it My parents may give me a new car. (giver) IS / (recipient) (t_ SIS?) j <n?) I (giver) gives to (recipient) Transactions that are described with the verb <. can also be described in terms of “re¬ ceiving” or t b "7 . With 4 9 , it is the recipient that is the subject ofthe sentence, with II or and the giver is accompanied by the particle 1C or tJ' b. ^Al± t b'.'i LTco bfzl Sla Sla i: Ls I received an old dictionaryfrom my big sister. (recipient) IS /1' (giver) l<_ / ti' 6 fe 6 5 ^ (recipient) receivesfrom (giver) Compare the above t b ") sentence with the < It -S version below, noting the particle switch. Itzo ^hi bfzl L- L± My big sister gave me an old dictionary. ^ When a transaction takes place between two people other than yourself, as in this example, the verb to use is normally If H ^ is possible only in limited contexts in which you think you yourself have benefited because somebody very close to you has received something. It should be relatively easy for you to identify yourselfwith a member of your immediate family or a very good friend, for example. < ilt Lfzo The President gave my little sister a letter. /ii't -j 1)19 i-tii -C ^ ij h 1 is like ^ ft ^ and implies that you identify yourself more closely with the recipient than with the giver. Thus it is wrong to use 4 b f if you receive from me, for example. (It is one indication that nobody can be detached from their ego.) X (istL‘ tz li) h t b ' ± LfzT^\ Did you receive a letterfrom me? btzl -C You can use t b f for third-party transactions if you can assume the perspective of the recipient. ^I i IC t b V' i L 7c o My little sister received a letterfrom the President. I'tii X ii'h.
58»>^i5-a;£li Cl tz h 1 T't after a verb conveys advice or recommendation. The initial fz in fz h 1 T't'jJ' stands for the same ending as in the past tense short form of a verb in the affirma¬ tive. In casual speech, tz h 1 T'-f maybe shortened to tz h 1 or tzh. t o itzh Why don't you study harder? <t'J (D How about taking some medicine? /c b ^ *7 may sometimes have a critical tone, criticizing the person for not having performed the activity already. It is, therefore, safer not to use it unless you have been tapped for consultation. Also, the pattern is not to be used for extending invitations. If, for example, you want to tell your friend to come visit, you do not want to use tz h 1 T'f but should use i -If ^ 9 Compare: X 9 ^ l^^tz h ^ 1 T'iT i $ Why don'tyou come to my place? number + / number + Ufe' + negative Let US recall the basic structure for expressing numbers in Japanese. noun + number There are three cats in our house. L/co We bought three umbrellas. You can add t to the number word, when you want to say “as many as.” ^HE 1o T V ^ i-r o btzl lili t3iZ -75' My mother owns three, count them, three cats.
^(r>n -i ——+At^i L fzo T&'X-iti' iz i:n>^(zA $ As many as twenty students showed up at the party yesterday. You can add L ^5^ to the number word, and turn the predicate into the negative when you want to say “as few as” or “only” IIB^—#Lo TV btzl (C (i/v r i: Li t I have only one Japanese dictionary. 3 17 i: fi'’' There are only two computers in this company. I'fhj Expression Notes 2 A The use of short forms in casual speech The dialogues in this lesson con¬ tain many examples of short forms as they are used in informal, casual spoken Japanese. Let us examine some ofthe lines from the Dialogue section. Ml? This is a question that simply asks for a yes or a no. These types of questions hardly ever have the question particle 7)^ at the end. The rising intonation alone marks them as questions. tDSo and You say when you find something exciting. It is like the English “wow!” We saw this interjection of enthusiasm in Lesson 5. You say ^X. when you hear something amusing, hard to believe, or mildly surprising: “Oh, is that right?” ilhtS(Dti^^[^t)^'DTchjTCo Ayfi is the explanation modality, the short form counterpart of A'V'iT. Female speakers have the choice between the genderneutral A/ fz and the more feminine (D in closing an explanation sentence. tl'SA^/cCD? Many question sentences in casual spoken Japanese end in <0, which is the short form counterpart of the explanation modality ^ As are questions ending in A'ViTmost (D questions are fishing for detailed explanations as a response. They are gender-neutral. The te-form of a verb is used as a request. More politely, you of course would want to say \ A: § V^. V.
60 at the end of a sentence, after a short form predicate, indicates excla¬ mation of admiration, frustration, or some such strong emotion. ^ ^ is mostly used when you are talking to yourself 0 § L ^ afeo Wow, isn't my Japanese professor nice! 1- [iA/ Z. -ti'A/'tirl' V 1/ Whoa, this is a great textbook! bti La ^ Gee, am I hungry! ^(0 Darn, isn't that guy cheap! S ^ has a number of different meanings depending on the context, “can do/be good at/do well” I am capable in Japanese. ®(i X ^ A/o He can't ski. t'ii I didn't do well on the exam. “be completed/finished” l±X ti^ ?§S Lfz'A^o ''appearIcome into existence/be made” $rL\A^m^'V'^tLfZo §^-e§ s Lfzo th Dinner is ready. Is your homework done yet? A new store has opened. I have made manyfriends. K J
§g14ig>>’>61 ^ ^ P r a c t i c e n/u lkd5 ©wsuoizr-r I5Aj A. Items marked with O are what you want, and items marked with x are what you do not want. Make sentences using (SUIV @ki4-08 Example: Ex. O X B. Items marked with O are what you wanted when you were a child, and items marked with x are what you did not want. Make sentences using l5Ul/^. @K14-09 Example: L^'o/cT-To C. t% /cT-ro c ft ii (1) O (2) X (3) X Ex. O X
C.Pair Work—Ask if your partner wants/wanted the items above. Example; A : L 'y fzTir Z t% (^^ li L < /cT-fo D. Pair Work—Ask your partner which of the two items in the list they want more of and why. Example: V 17 > B : #Jt ')'<'yoy<Dlln^<lllK^Tiro A ; iTT-r^'o <Ji •5^r^ 1. Z7>'-tE— h<D^^'y h /^^<DDV D A I-' 75'* 2. V 'T > '> 3 > 75'^ i: i tt 4. ;fac: 5. U :^'/v 7)';fa E.Class Activity—Ask four people when their birthdays are and what they want on their birthdays. 4' tK.
Based on the findings, make a short dialogue by filling in the underlined parts. Example: /T'j- ^ J:o B : ^ 0 Ti-Tj'o i: h L l o ^'o n' i: ' i -ftJ'o A : ^ 0 T-f -f A (HelloKitty) <7)j?tlV^ C-g>.A II t:" 0 T-TtJ'o /T'J- ^^(± 7j<(i L/c^'bo I' ($(i B : 'T-f ^ 1 L i L J: ? o 0*®AI3:^S6'feUnStt/o ^hjU lyt tK A. Look at the picture and change the sentences using @ki4 io Example: ^ (7) All^:4.T't'o (maybe) —*• (A t L H t-If Ao X>t 75'* V't TSK-ti:'.' A" <75 Ad^iT'^o (maybe not) - <75 A(±^4 L <’ti'tt L tL i-ttAo JiA4 D-i f;^4 0-t *'< <<:>•' 1. :^<75All^^±lT-to (maybe) 2. <75 A(l^:iT't'o (maybe not) fit; a-k 3. :^<75AI±f‘—o (maybe) Ut lin -V 4. <75 'Ti'o (maybe not) V't V'< 5. 4"s ^t'T'f'o (maybe not) t'S e?t: 6. ^<75AI±4'H X —^ L i i'o (maybe) JiA4' t>t 7. ^ <75A1::; •^<75Ali> .fldt'ii'o (maybenot) ntZ V't Vt t'S A 5 8. ^ <75Ali^if L T<' i't'o (maybe) atZ V't itoC.A 9. <75At^ ^<75AI±A1#Ti"o (maybenot) HtZ V't V't oO o> 10. -i^COAIl ^ <75AI2 •) i-f o (maybe) Jitc Oi: bin ^ 11. ^<75AI± ^ <75 o X —X $• L i L/co (maybe)
B.Complete the following sentences. 1. XL $ 2. ^All bfzl 3. btl \z (J^ r A. (DMt. ^<73 0 bfzl Xbt 5. fA(± C^75''o $ t»/cL t L tii AtLo J'i IKtAtLo ItiiAtLo _7j't LiliAtLo C.Pair Work—Ask your partner what they think they will be doing in ten years. Example: 0 L T v' i-fTj'o 1C (^^ C* B : LTv'>&7j't L5Ki^^o/ 1C 1J^ r LTv'^ IC ^^^ r 1. t^"3lcj^^Tv'ii-7J'o + 2. ^fdLT^i-fTj'o ^toC^ 3. ^ z"±Ali t:'X^j.'AT-r 4. i "fTj'o c ft 5. tJ'o L Act 4'A 6. tJ'o 75';ta t 7. L 4'(C D. Pair Work—Make a dialogue with your partner by filling out the blanks as in the example. Example: A : 1 ^lC^->in'? ZL t z B : X o ^.o ZL t Lk}>') io A : ^ 9 ZL it A : ZL it B : J: o ZL it L4)T Jo ' ? ZL t’
A. You have just come back from a trip. Look at the picture and tell what you will give to the following people. @ km-i i Example: 5C. I - ^ If i o *,*> 51+ friend roommate B. Pair Work—Ask what your partner would give the following people on their birthdays. When you answer, give reasons, too. Example: A : 0 l-^^’^Ift •] T'ff'o B ; t‘J T-fo 1)1+ I) +>*. 1)1+ I) 1- f' b o 1. 2. 3. 4. ti 5. 5 iffit' 6. A^fi fi'CO U i
66 ^pS • C. Look at the pictures and make sentences using @ki4-i; Example: V 9—t < tii L vy ^ t bV'i I' V I' I. parents D. Describe who gave what to whom using @ki4-i Example: xi7"^ ^II h U—^ ^Ifi L fco y ^ ^(i^ 1 0 Z^/Ciz h t bt 'i i/cc Lfzo
in4i^>->>67 E. Pair Work—One student looks at picture A below, and the other looks at picture B on p. 71. Ask and answer questions to find out who gave what to whom in order to complete the picture below. Example: A : 7c It L ^ ^(± / T 'j ” "5 X./l-f^'f' ^If i L 7c t'o ^li7^cltL 4 bVNi L/ct'o B : Ltco li* Picture A F. Answer the following questions. 1. B icfg^ t bVNf iT^ct'o S If C:l; 2. 3. 4. 5. B icfg^ ^Ifi L/ct'o :ktzii<DU^ B i:fg^#)lf7cV'T'ft'o 1/ > 7 t l-f^t'^lf7c 3 ^ U ii"t'o 4'(3 itz^\ 5.-IC /N'pyy t >x-i:fgt't bote 3 i-ft'o t bv^i LT^ct'o *1; «:1C 6. #)tL-Xc<7)g|T(±#.'iE^ l3fgt'^lfi-rt'o 7^i'nt^'/c'ni3i3lft tt'o < U 4'U 7. —#t tl L t'o 7c7°Utf> h lif^T-ft'o /c'tLl: t b^'t iTct'o 8. —#t ft L < tt't'o T^c^Hf > k lif^T-tt'o tziliz th\^t L /ct' 4*^ o
A. Give advice to the people below. 0ki4-i4 Example: / T U —/check newspaper — ^tz h 1 T'i''/)^o Ex. check newspaper 1. consult with the teacher 2. send resume to companies 75'(7)[: i V 3 > 3. go to a party 4. join a club (+t—7/HcX-S) 5. give up 6. propose marriage 7. give her a ring 8. meet her parents B. Pair Work—Give your partner some suggestions on the following comments using ~rc6<!f Example: A : '^T'f o htci \'tz B : ^17'lto A b T-ftJ'o V'';i 1. ib'v'— A3. X'^iro 075' 5. o /it' 6. J; < «b;K^/t'^T1-o 7. /i' A T ^ ^T-r o 8. fb'^75<-0.n'AT-to 9. AT\ 75'/1 /!'</) UJ: 4'(2
^14P»>69 C. Group Work—You have a problem. Ask your classmates for advice. Example: A : 0 ^A<7)A Ii L ' A T"t T ^ ' A T'i' o IZ (iAi:A tt L fz bvu'T-tTj'o T-TtJ'o lii' A : -7 — Ao 'It Lv'Tj'b. +f—^/KIA J: o .o C : B^Hco^ilc^fSlliLtb T-t^'o {C (JA C.' -e-oA'A A : t L/i. -t-i L it, *>')<<!; T ®raBfHfe®3au*ufo B. Describe the following pictures using or ~U^'. @ki4-i6 Example: Mpk L i LA - Yr'i-tAllESB^FaH^^ Li LAo <t L. 75'A ^A5 i -7 V3 Ali = +^L75'Mfi L i-ti: ATL Ao tAL»t>oo*'A ^Ajj:*) Ex. L i L A ^A J J: n 4 hours 30 minutes
(i)t^t L/c A- (2)tAi L/: t (3)#oTott t (4)tAJ L/: CO (5)«tt i2 b| jso ii 11 hours i^'3 y 0 5 hours C. Pair Work—Ask your partner the following questions. Respond to the answers using or when appropriate. Example: i o T v' i - A : i 4'^;^5o i B : —#^#0 Tot-fo Oo^?o I A ; Xo, — B U t bo b id - A : t ^7J^'^W^oTot f-7J'o A * o ^ 1o T ^^ T""t’ D‘^<e50 i {c (i^ /io -r 1. v'i t 2. ^<7)-7mFamf^ Li ifz7i\ 3.—tJ'o Oo (fo ;iO 4'^l^^ <A ZAy-^^o $ <h 5. i latJ'o Zk/if^ $ U^^>^J: ) 4'/i'/5''<'' 6. LoT-fTj'o Lj: 9*^.0 C ti 4'A(C/v 7. To t-ftJ'o
n/uU«)5 A. Choose one of the special days celebrated in your country and talk about it. Example: ti'"5 X./<^® I-(i ^A<^BlTli^ -5.^ <(: O btzl < (c CT ^''o + iBI± T'-to K^^lfi-To B. Class Activity—Show and Tell Bring something that you have received from someone and talk about it. Example: Z T'-to H ^ i L/co Vpv^ t> If li(i btzl C. t% If/cV'Tto C.Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model. Pair Work (i) E. p. 67) Example: A ^ /cit L "5 /Cli / T •) — ^ X./1-^ tIf i I fz f'o ^l±fclf L ^ ^l7iI^ t Lfcf'o *1C B : Ifz/t Ifzo li*
I_ Annual Events in Japan C IJ/v U ^ (Bean-throwing Festival)— li•o,s^'^ (r fpo |n|> is a festival held on February 3, one day before the start of spring, according to the old Japanese lunar calendar. People hold a ceremony called sS ^ (bean-throwing) at shrines, temples, and their homes to chase away evil spirits at the start of spring. (Doll Festival/Girls' Day)— On the day of families with young daughters display A ® (hino dolls) inside the home to express their wish for their girls' health and happiness. The dolls represent the emperor, empress, attendants, and musicians in traditional court dress of the Heian period (794-1185). (Children's Day/Boys' Day)—51^SS This festival was originally for boys but was renamed for both sexes since the aforementioned Girls' Day is not a public holiday. Families with young sons wish for the healthy growth and hap¬ piness of their boys by flying |1CD U (carp streamers) and dis¬ playing decorations ofsamurai helmets and armor. Both carp and armor are symbols of strength and success. (Tanabata Festival)-tfl-bH is based on a Chinese legend in which (the star Altair) and (the star Vega) are two lovers who are separated by the Milky Way and can meet over It only once a year on this day (see ^^9^ fi. Lesson 12). People write their wishes on (paper strips) and hang them on bamboo branches. 3i)S (Obon Festival)—+510 ^ 4b':S is a Buddhist event held on three days around August 15 (or July 15 in some regions). Many people believe that the spirits of deceased ancestors come home during this period. Around outdoor dance events called M:M^)(Bon Dance) are held, and many take summer vacations to return to their hometown to see their family.
in4^>»73 Useful Expressions t)'rc Counters 3(li) small items bound volumes (E) small animals (i^W long objects equipment flat objects 1 V ^ o Z V ' O ^ O V i t' 2 ICZ let/'It l:li^ lzti\' ICJ 3 ^ o ^ t' 4 XLz Jt t' 5 z' z 3"-5 ^ 3"t/‘$ 3"(i^ 3"/c't' riv^ 6 o Z ^ ^ o ^ 0 li'Xy ^ < /i'V' t' 7 8 (i o z l±o ^ o l±o li'’ ilii l±^S t' 9 Z $ fj) 9 -5 o ^ Kb 9 ^ Kb 9 (iA ^ Kb 9 /c'v' ^ Kb 9 it' U -5 3 r H) -0 ^ 0 U Kb -3 J/" l^Kbo 1^// r Kb 9 fc'.' U Kb 9 it' 10 U o Z i: 0 ^ 0 XX How many ^£LZ/ V' < o ^£LlfX t£LXX ’i' ^ i t' Ex. candy tomato eraser book magazine dictionary cat dog snake pencil umbrella movie bottle computer TV car bicycle paper plate T-shirt Notes: 1. The pronunciation of numbers 1, 6, 8, and 10 changes before the counters Z, y and except for ^ ^ o. 2. The initial sound of the counters U $ and (changes to $ and after numbers 1, 6, 8, and 10, and to $ and (J after number 3 and respectively.
L E $ S 0 ^ Nagano N 4?| Ut' © DcS ©e ^ IS D a o ^)'L^ t) o Before the vacation. @ki5-oi/o2 ')- : ^ 9 ^o :9'JUo LT? 9 u 1 / T 'j - : 2 /cl-tL : 3 / T 'j - : 4 5 /cit L : 6 /T'j - ; 7 /-It L : 8 / T ij - : /cltL<^, ^^©-S;ff©t %\znz 1 - (D t' i I'o L J: y. n '© ? 1 /^o /.//'» r/dtL^X./it^oTj ^"^oT/ct'ito i-E- I' ^t<o i^<Tt5'<J;o t' */* A/ U ^ L ^'A/ L tA. Z ^ L Ttj'< o t)/:L t:'^ t> At Nagano station. @ki5 03/04 1 /:lt L : 2 / T 'j - 3 /:lt L : J: -o }:! ^3^ L ti.' v' ? li'f 'J 7^'^C^ t ^o t^"z icft< ? 4 / T 'j - 5 /clt L : 6 -t?^z. 9 l: TP) t: t /i'^o l^Z'Mli'^gl:-r'?. ? li^ 4'^ ' L v 't'b, 4*75'* <7) •t 11 J; o At the Travei information Office. @ ki5 05/06 1 4lt L : 2 ^itlfff©A : n't 3 T^clt L : 4 ^i/iPff©A : V't tfA>z^ i: #7t#4b, H—#©"'XT-fJ:o -tfAct i: ^ ij t-35"'.' i To Z©Jt^|lI. 4 b o T t' "'TTt *. 1" t. X., t3't To T tL t' b, tL, It t:" 9 To c; Cr}>0;i'/v 5
^15§i>>>75 6 7 8 y T 'j - : M'L'fJiiH' I.' X. ^"9 t #) ‘j ^ 9 o r 6 .^<75;^ (Forest with a White Horse)J a< « t') jft 111®* 71972^ StiLie«tg« mmnri-n. X/ L:rt>o;i'^ I' J: Ti' © Mary: Takeshi, do you have any plans for the holiday? Takeshi: Not really. Why? Mary: I am thinking of going to Michikos home in Nagano. Do you want to go? Takeshi: Is it okay? Mary: Yes, Michiko told me to invite you. Takeshi: Then, I will go. I will check the train schedule. Mary: Thanks. I will call Michiko. Takeshi: Since we got here early, do you want to do a little sightseeing? Mary: Yes. Where shall we go? Takeshi: How about Zenkoji Temple? Its a famous temple. Mary: Sounds good. What shall we eat for lunch? Takeshi: Soba noodles in Nagano are delicious, so lets eat soba. Takeshi: Excuse me, which bus goes to Zenkoji Temple? Information agent: For Zenkoji, its bus number II. Takeshi: Thank you very much. Can I have this map? Information agent: Yes. And these are discount tickets for the museum. Please take them, if you like. Mary: This is the museum that has paintings of Higashiyama Kaii, isn’t it? We are planning to go tomorrow. Thank you. Information agent: Have a safe trip.
^ 'y h * ^ N Z < L' ^ 9mA ** 7 yy' mm Ito Z^L $ C L^ tj 'j y + y -y h L rt> 1 -^'L 'iti tf'o ^ ^ ^ J: 1 L ^ * * Kh li-o t/f J: 9 IJX <'X #11 y°—/!/ h ^fk * J; Tv' •j J: mt * to 'j lt^ - adjective ' U - V e r b s 1 T^-r Internet painting; picture; drawing movie theater foreigner furniture night club experience wedding earthquake deadline jacket custom tax graduation ceremony soba; Japanese buckwheat noodle map battery garden presentation broadcast program swimming pool pet insurance schedule; plan Japanese inn discount coupon spacious; wide to sell to withdraw (money) ) * Words that appear in the dialogue
< •t T L ^^-1) 9 o < (ilt^l:|±v^-S R u - V e r b s L -S A ;^ •?) Irregular 7J'^ Z T "f -S -f -z, ^ ^ J: 9 -t -S J;^< -f Adverbs v'-^ic^ i: ID T ~iti:" ~(±X ~^ t 9vXi:" to draw; to paint to look for (~'$') ^-7 to invite to chat (1) to date (someone) {person ^ ) (2) to keep company (purpose IC) # < to arrive (place 12) to buy insurance to be cautious/careful (~ 1 -) •?) to look into (a matter) (matter $•) to be visible Verbs to do sightseeing to decide on (an item) (item |2) to graduate (from ...) (school i) to reserve (~$') n d Other Expressions — H t all day long ..., but;..., so recently number... ~ g -th tl-]^ one more time
G r a m m a r iZ\h Volitional Form The volitional form of a verb is a less formal, more casual equivalent of i L J: 9. You can use it to suggest a plan to a close friend, for example. ru-verbs: Drop the final -ru and add -yoo. {tabe-ru) -* o {tabe-yoo) u-verbs: Drop the final -u and add -oo. h< (ik-u) (ik-oo) iit an — M3 A' th=t irregular verbs: (i/j: )*c2-5 fed; iiis'5 clcl;5 UdtD Ac W(D5 W35 We don’t /rove any classes tomorrow. Let’s go some placefor dinner tonight. L J; 9 J; o (to^^ Hey, let's get married! You can use the volitional plus the question particle to ask for an opinion in your offer or suggestion. 1 tJ'o X o/i' Shall I lend you a hand? it i' xi' !)' A Shall we see thisfilm? Myfriends say it is good. When shall we meet again?
O Volitional Form + iiAio'Cl^^T We use the volitional form + ^ T ^' i "f to talk about our determinations. ^3 t Sw{z-^t5/v i: 75'^ (I c’ Vve decided to/Vm going to study Japanesefor three hours every day. You can also use the volitional + ^ ® ^ J -f, which suggests that the decision to perform #3 tt the activity is being made on the spot at the time of speaking. ^ o T v ^ i i”, in contrast, tends to suggest that you have already decided to do something. Situation 1 Q : L J; 075' I will give you 10,000 yen. What will you use itfor? U t Lx i' Hi, I will buy a kanji dictionary, (decision made on the spot) Situation 2 5,-lc oi' Yougot 10,000 yenfrom your parents? What are you going to use itfor? t'A, L i; Li A' Hi I am going to buy a kanji dictionary, (decision already made) Note that verbs in volitional forms and verbs in the present tense convey different ideas when they are used with ' i i" or o T v' J i". When you use volitionals, you are Xiij ^3 ti talking about your intention. When you use the present tense, you are talking about your prediction. {; li^ 75'V'L^ {itzfi fiix I will/intend to workfor a Japanese company. (; 75'WL^ \itzh I think they/I will be workingfor a Japanese company.
~r»< The fe-form of a verb plus the helping verb < describes an action performed in prepara¬ tionfor something. X io ( is often shortened to H ( in speech. t-to Since there will be an exam tomorrow, I will study (for it) tonight. tij < I have to clean the rooniy because myfriends are coming. ^ < no X I will make a hotel reservation in advance. Using Sentences to Qualify Nouns In the phrase tit L ^ ^ the v ^-adjective tit L ^ ^ qualifies the noun ^ and tells us (5^ what kind of book it is. You can also use sentences to qualify^ nouns. The sentences that are used as qualifiers of nouns are shown in the boxes below. 1. I'^CDom^Td ^ the book that I bought yesterday 2. the book my boyfriend gave me 3. 2|s: the book is.A, that is on the table 4. ^ the book iz iSA, 'W iSA. that you cant buy in Japan Qualifier sentences in these examples tell us what kind of book we are talking about, just like adjectives. The verbs used in such qualifier sentences are in their short forms, either in the present (as in examples 3 and 4) or the past tense (1 and 2), and either in the affirmative (1-3) or in the negative (4). When the subject of the verb—that is to say, the person per¬ forming the activity—appears inside a qualifier sentence, as in example 2 above, it is accom¬ panied by the particle >5^', and not l±. You can use a noun with a qualifier sentence just like any other noun. In other words, a “qualifier sentence + noun” combination is just like one big noun phrase. You can put it any¬ where in a sentence that has a noun.
'Ak-k-fiH ^7^ ^T-t. (5^ (cf. Z;KlliT'fo) tzA^tl-i If Ti'COU-j; This is a book that my girlfriend gave me on my birthday last year. ^ fb $ 7)' Myfather gave me a book that Haruki Murakami wrote. (cf. < ;ai L 7co) T-To The movie I was touched by the most is “To Live.” L fz (cf Mil T-To) xi.' il< (C ultufel Japanese Accommodations {: (JA There are different types of accommodations in Japan, such as (hotels), (Japanese-style inns), (Japanese-style guest houses), and b > (Western-style guest houses). in Japan offer western-style facilities similar to those found in Europe and the United States. There are also inexpensive hotels called "\i which have only small rooms but suffice for those who just need a good night's rest. SIttI, which offer Japanese-style rooms with a ® floor, are the fztz^ best choice if you wish to experience the uniqueness of Japan— the architecture, lifestyle, traditions, and culture. Guests change into a (Japanese cotton robe) and sleep on a ^0 mattress. 'hi: A. Most Jl!tl have gender-separated communal baths, which are W J: sometimes fed by an (hot spring). Some even have a smaller bath that can be reserved for private use. The accommodation fee is charged per person for each night, and includes dinner and breakfast. Usually both meals are Japa¬ nese style and feature regional and seasonal specialties. Your cheaper options are S ft and These are usually owned and run by a family, and offer a homelike atmosphere. The overnight charge includes two meals. In guests are expected to lay out their bedding (^J3) at night. > v a > are furnished with beds.
r 0-cfe5 iiy-h Expression Notes 3 The use of short forms in casual speech Let us examine some more ex¬ amples ofshort forms used in informal, casual spoken Japanese in the Dialogue. ? The verb ^ calls for the particle as in S) ^. The particles (i, and ^ are frequently dropped in casual speech. Note also that this sentence is a yes/no question, and the particle is dropped. (The question particle is retained in special cases only, such as the pattern “the volitional + {Shall we... .?)”) So'C^A^/cIlfc!fo is the contraction of where the HI HI vowel of the helping verb is dropped. Such contractions do occur in the long form and i'f') speech patterns, too, but are more frequent in casual speech with short forms. W'D'CTct)^E>o HoTfcis the contraction of H o “C and another exu i' ample ofthe vowel in the helping verb TT V'‘ ^ dropping out. fi is systematically dropped at the end of a sentence, but it is retained when followed by i or ia. A : i^HlB ? $ J: •) B : y^mBo/MBmo -fi'id O' -ri'<fc9 O' While sentences ending with fz X are quite common in the casual speech of women today, until very recently, women were “supposed to” drop fz when they end a sentence with i,. and to' You can use If }Z' and not only in the sense of “but” (con¬ trasting two situations), but also to present the background to what you are about to say. In the Dialogue,—? alone would be too abrupt, and I'o L i l' Takeshi would wonder what Mary is talking about. Mary could have used two separate sentences, as in Cl $ "9 (CtfCl 9 tSo T^ ^fio ? By inserting if i;", Mary indicates that she still has something to say at the end ofthe first sentence. Short present + You can add to a verb in the present tense c^: ru X -Cl' short form when you want to say that something is scheduled to take place. V.
A btl c^ f L^nt'^ 75'^c< I' i Tt' I am scheduled to go to Korea this coming weekend. bill h\~ < 75^0 ltoc:^ <t T'.' Mjv big brother is scheduled to get married this September. You can also use with verbs in the negative. 75^0 C-9 >1 j: TV' / am not planning to come to school tomorrow. is different from M^hfl^ythe regular potential form ^ ^ ^ 1=1 ^ of M-?). -5) means “something or someone is spontaneously visible”; ^ ^ ^ on the other hand, means that the subject of the sentence can see something or someone actively rather than passively. tto ^ ^ tt: nh ^ I can see the ocean from the window ofthe room. XV' 75« ^ Where can Isee that movie? The difference between K 'I ^ ^ and IS ^ is the same. K ^ means “some5 5 5 thing is spontaneously audible.” On the other hand, tt -5), the potential form of IS ^ , means that the subject ofthe sentence can hear the sound actively. M(DpM^:i^tLfzo t') 5 This morning, I heard the voices ofthe birds. [z (J^ (±7vCA 5 We can listen to Japanese radio programs on the Internet. The suffix B turns a number into a reference to a position in a series, like to to first, second, third, andfourth. first second third -AS -^A0 (first person) CAtU to ^ HAB (second person) 1) to HAB (thirdperson) jAC/u to ^ —(first sheet) V'^JV' to B (second sheet) i: iv' to H^^B (third sheet) e?Aiv' to (first year) H^B (second year) t: to H^B (third year) ~BS ^ 0 B (first day) if) ^ Zl 0 B (second day) O.o;5' to H 0 B (third day) to ' j
t\i\j © A. Change the verbs into the volitional forms. 0 K15-08 Example: v' ^ —* ' 3 o 1. 4. xt: 7. 10. 2. 5. < 6 00 rb /'V 11. 3. 6. i 0 9. li’i-'f 12. B. Pair Work—Suggest your plans to your partner using informal speech. 0 <15-09 Example: A : t — t 1 $0 e« <D B:^^, 1 I X 10/1 i .o (3) (4) buy hamburgers at McDonald’s
in5^>>->85 (6) climb a mountain in Nagano have a barbecue at a park C. Pair Work—You and your partner are going on a trip together for four days. Decide (1) where you are going, and (2) what you are going to do each day. Use the voiitional forms as in the example. Example: A • t:!' Z ^ tJ',, I' B : Uftz 1 o A : •? ^o U ^ ib. 9l il'I'l Tf^ ^ L Jt ^ tJ'o B : t't1o lit.' 1. )^'z icff ^ 2. L *IC — H @ {Z i6 ZlH @ HH @ if) E9B @ i ot)' i6 D. Let’s sing the song ^ti^i:6?^/c/c(I5. L^b X Lhb X J: lib. A^^J.‘T^^fc/cZ-7 fci' e L* *AA ^ (clap your hands) (attitude) ^ f'(show) T ti' f LK> What do you suggest doing when you are happy? Change the underlined parts into other verbs using the volitional forms. Example: ^ (shake hands) —* ^ L J; i y 9 'b h (wink) -*
oKj <1:5 33fe A. Describe what each person is planning to do. @ki5-io Example: y T 'j — (have various experiences in Japan) [z (^^ {tv'it/v m 1. ^ J: 9 3 2. uljTTfei 3. at z 4. 'y 3 y 5. d/n— h 6. /cltL 7. X — 8. lt^ (do physical exercise) (quit smoking) (go on a diet) (get up early in the morning) (practice Japanese all day) (eat more vegetables) (make lots ofJapanese friends) (look for a Job) B. Ask three classmates what they are going to do this weekend and fill in the chart. Example: A B A B Lyp^t-o^'iZ fit ^ >7°^ L J: ^ o T tt-f o tS ii lt^^ -To 5; 1C i:" 3 T fztit
C. Pair Work—Practice the following dialogue with your partner. Then substitute the boxed part with the other occasions listed below and complete the rest of the underlined parts accordingly. Dialogue: A B A tiir <\ I—H— -9 A -r -f — ^ IJ: 9 o T^ ^ o nij ^^11, V n ^TirUc Df°- k ij L lt^ L S t^JEa Lit 75''o -frA-tt'.' (toAALJ 1C (JA r (iot^it 6' A. A famous prophet said that there will be a big earthquake next week. Tell what the people below will do in advance. @Ki5-n i-tc A'<'L*}>9 LL/v Example: <A A ^ iW l) <AA3'JX./11'®^ i'Ao t> !)' rx 1. yr'j2. X — 3. a^<— 4. ubT:^^ 5. 6. }ltZ 7. Alt L <A-r A t<7) 75' AA-T) A) 75'^ 75' (t A^f A) (ftl^UXA) (J ItA lii' 75' c -r (A < ^ A'^-^A) A-
B. What do you need to do to prepare for the following situations? Make as many sentences as possible using ~33<. Example: L i i" c ij i ct ^ < i-fo % -r te. 1. icft$ i-fo 2. -f o 3. -r-h^lti-o 4. ^ a-r. C. Pair Work—Talk with your partner about what you would need to do in prep¬ aration for the following events. Example: B IC^-r'f — -S f iT -* A : ii^B lc^^°—f- -f — ^ L J: ^ t t/ B:v^v'^ao i: ^ 1 o T ^ ^ v Mt fc t(D (D t<D A : 1 tzUo oPM^jffl^ L T -9 ' J; „ t>tzl <D ij(D 1. ^ z/v t u i >; d 2. yy°t:i'6 Lh)9 io 3. Your own ®?liiic<±Ay-ci,^5;&ri:5 c< -r t% A. Look at the pictures and make noun phrases, as in the example. 0 <15-12 Example: a friend who lives in Korea —* ^IS I -fi. X./ Tv' -S ^/c A !6'^c < t tt
a friend who went to China last year a bag I use every day a coffee shop I sometimes go to a temple I saw last week B. You are a collector of items associated with world-famous figures. Show your collection to your guest. 0Ki5 t3 a nunchaku Bruce Lee used a picture Picasso drew a piano Beethoven played (-<— f —i'y) (3) (4) (5) a jacket Michael Jackson wore a bike Che Guevara rode a letter Gandhi wrote (v 4 + 7 V y) {ifVv—)
(6) (7) a movie Kurosawa made a telephone Bell made (8) a cap Mao Tse-tung wore C. Talk about something you have, as in the example. Example: A : 3 ^l±5Cl- t b o /cB#l+T'fo hh t iti' B : t't'BfftT-tiKio i iti' D. Make the following two sentences into one sentence. The underlined words will be modified. Qkis-m Example: 3 — t — T<A i L /co A (T) '-^|7t bt'J L/c) fz 4'75' 1. i)H U 'j t L /c) 2. ii-) 3. 0-t ltoC^ i-if-A) Ijio U 4. tJ'o --'(T/ 'j L/c3 i-r) J: -) 5. yMHA^^lTt'^-To (C (JA L4)975'A L
6. Alc t V't t h Ifz) 7. >1-/- h izti'') fz < -^L'V'T-fo V^t ^-ix < L i-r) E. Pair Work—Ask your partner the following questions. Later, report your find¬ ings to the class, as in the example. Example: What did you buy lately? A : ^ 1 ^' i ltz^\ 7)' B : A ; B ^ o fz^^lt^^T-fo SV'S^!5> i,<D C Lt 1. What movie did you see recently? 2. What gift have you received lately? 3. Which celebrity do you want to meet? 4. What country have you been to? 5. What kind ofmusic did you listen to when you were in high school? 6. Where did you have your first date? F. Pair Work—Ask which of the three alternatives your partner likes the most. Example: A : D V D B : Kfz DVD 7><^/cV'T-to (a) (b) (c) my friend gave me I borrowed yesterday good-looking men appear
92 > ^15 • 1. ^"<7)ux h^yizn^ i L jc (b) ( mriTa / . \ ffi ffl ffl fl 1 we went last week to our friend is working part-time at (c) m m we have never been to 2. '7c V't O ^ o graduated from has a Porsche x) the University^ ofTokyo (c) can play the piano there are movie theaters there are nice restaurants (c) tax is not high 4. tJ'o (-'X. there is a swimming pool garden is spacious (c) with an ocean view nh h
^15ii>>>93 5. — n'T-f’J'o SA< o-t A. Pair Work—Guessing Game Write down what you do often in Column I. Write down what you think your partner does often in Column H. Ask each other to find out if you have guessed right. If you have guessed your partner’s answers correctly, you score a point. You win the game if you have scored higher than your partner. Example; A : Jt tz \j<r> htzl tz tCT) 1.1 do often: 11.1 think my partner does often: Was I correct? Jt < fz ij(r> x<n<pf[ V' bz^ X< o < Ij j; 9 IJ x<m<^m X ^ l±'A CA X X ero L X < -r^xx^-'y
94>»^§g-3taii B.Class Activity—Find someone who ... 2. 1. ' (i(^|^UXoT^'i'^i:^o ^t^ lii' i-To _ 3. i-t, 4. i; J; 75'X -H t - ^ ^ ib'-'^a/v (2 (i^ r t 7. tJ'CO U i Later, report to the class, as in the example. Example: 415.11, _'^LTi'o C. Tell the class about your New Year’s resolution (if^OfSM). L^ta^ (59 ^S' Example: b, ^^l±, t^UMmiX 9 L-^^oTv'iYo ^xi2A ZtL ^Abi.0 ah ^M'h. YcV'TYo 7!|'*1.'C< C’ 4'lb D. Pair Work—Suppose you and your partner have just arrived at your travel destination. (You choose the place.) Using Dialogue n as a model, decide to do something together with your partner. Use the informal speech.
Useful Expressions TtTxJbTr At the Hotel Useful Vocabulary ~/6 u< - - ... nights —J'^/—E9y6- v'olf< [z li< ^^lf< with ... with meals one night with two meals -checking in ’f- jL y 7 T ^ h (ir ^ )-checking out - LJ;< 1:0$ —'I:# I'olf < iC LJ: <0$ ^ X -y 7 ^ y (ir -S) '> > 9' )l fy'>i— 46>.' -single room - double room -twin room -... person(s) 7 D > h CJ G - receptionist; front desk )\/ — A-non-smoking room $ A/;i^ )\/ — A-smoking room Useful Expressions 9yvyViJ-KTJAX i -TtJ'o — r. u u to *-r Can I pay by credit card? Could you keep my luggage until 2 o’clock? * * * iliil'A. i. ‘t‘< —< bT'-f tJ'o —^ T’ o A B A B A B A B How much is itfor one night? How many people? Three. A. -1: Tiy ~~TjZZ^P]X-f ^ For one night with two meals, 12,000 yen. 1: Lj;<o5 Ot>) it 1: Well, I would like to make a reservation. H b <7) Z' T'f' tJ'o How many nights, starting from what day? 4-^lct> */vlir< t *^(7) B ' b = >6 T-r 0 (Iv'o tJ'L z i Ij i Lt^Co ^ ' L i "fo phone number, please. Three nightsfrom next Friday. All right. Your name and * T^ liXC'T 137)'
96 ^bS • fII E S S 0 N 16"^ Lost and Found t)'3' t)0 ^ ISt) D I a o g u O At Professor Yamashita’s Office. H K16-01/02 1 X3>: ^^LLi-fo LTI fz< Lotii' b a o Cy)>b'in -l 2 OjT^^ : i^"-7 L/c^T-t^'o m$-lzm‘)^Kfc/CTXo XA-t-^Lo Uo $)ts i3^ C^L^ (D ii< 4 OjT^^ : t ^ =lE}@T-rJ;o LB#tt^Xo/cbi;"9T-r^'o 5>>'3>; l±v^ ^<0. L/ciTl#oTv'/c/c'lti L*})<7^iV' V' 7 : ffl'j t L/cif^o ^07$'^ j^wv^T-fi^ao L^C'ti:^•ti:V' Zt ^ © At the station. H) Kl6-03/04 \ 'y 3 y 2,1R I X.5 l'^ 3 'y 3 y fXi-ti:^o L/o^T'f7>^ ^'X^cL'T T ^ /LT-ftJ'o t<rz<D<"h\^<D±^^Ti-o tTA/L't’ #5 / SH/o ^T t>-r til 4 -ftJ^'o 5,11 I: .J: O ^|#oT < /cXv'o €1^ LTM^'TXi-fo
At school the next day. Ski 6-05/06 1 : 2 3 y ' 3 • 4 V 3 y : 5 LbT7fe:i • 6 'y 3 'y'- v3y'^L. y r'i t (lv\ ^vJ<^LT < H/c^Ti-o 3;K, TsST-To ^S< Jt < ,fll^ t bv'i L/i^'bo ® John: Excuse me. Professor Yamashita, I am sorry that I couldn’t come to the class today. Prof. Yamashita: What happened? John: Well, I got up late and I missed the train. I am sorry. Prof. Yamashita: This is the third time. Why don’t you buy an alarm clock? John: Yes ... um, Professor Yamashita, as for the homework, could you please wait till tomorrow? I cannot find the file I put my homework in. Prof. Yamashita: That’s a problem. I hope you will find it. John: Excuse me, I have lost my file. Station attendant: What is the file like? John: It’s blue and about this size. I think I left it when I got offthe train. Station attendant: Please wait for a minute. I will call and ask. Prof. Yamashita: John, did you find the file? John: Yes, a station attendant found it for me. Prof. Yamashita: Good. John: This is the homework. I am sorry it is late. Prof. Yamashita: That’s okay. It’s well done. John: Yes, because the station attendant helped me.
Tchj §s PP 0 K16-07 V o c a b u 1 a r y Nouns .IRM Station attendant * ib' fc $ ^ size parent ^ ^oLlt^ final examination $ t$ 9 research Z"A garbage mi sugar scholarship relatives J: 9 letter ofrecommendation graduate school /cV '.j. -7 0 Mi typhoon Ih H day * y T 'i iv file; portfolio Ai^ it way; road; directions * L ii'ltvN s:ti Lb#i+ alarm clock l/^-adjectiv e $ /i ^L' ^' dirty 1/ - V e r b s ^o'Z-f fez-r to wake (someone) up (~ $•) Z -S to treat (someone) to a meal (person IZ meal $) to get depressed * z i -£) ffl •?> to have diflSculty t-:-t tfa-f to take (something) out; to hand in (something) to take (someone) to (a place) (person ^ place lc) t-f to correct; to fix (~ $) J; 9 to become lost; to lose one’s way to be found * Words that appear in the dialogue
to go to pick up {place i TV 1 - person i) ^<ir iKi- to translate {source $ target lc) hhi to laugh Ru-verbs to iron (clothes) (~ 1 -) to collect {^'i) * v 'H€) Xtl6 to put (something) in {thing ^ place ll) to miss (a train, bus, etc.) ('^1-) A-tf -S to show {^'^) Irregular Verbs * #) ^ till' 1 -f 6 to oversleep ' f'S to show (someone) around {place i) -tf oi6v '-f ^ to explain 1- < -S to come to pick up {place i T71 - person ^) Adverbs a n d Other Expressions * well...; let me see ... tl^ by the end oftoday Z<D^\.^fz the other day * Z <7) C b ^ ' about this much { = Z ^ C' b ' IZ<D < h\^/Zil< bVN) ry)^ Tm sorry, (casual) Z b from now on * L'-^ti'.' L t -f L i t Excuse me.; Sorry to interrupt you. l:>r^^T (do something) by oneself U rb $' J: ? ^ T i: tm^iz in class; during the class other
100 > >•> ^15 3^ >£ G r a m m a r ir\hj IS5 CT ~r®if5/<n5/665 We learned in Lesson 14 that the verbs ^ IfLS, < and t h 1 describe transactions of things. Here we will learn the use of these words as helping verbs. When these verbs follow the te-fovm of a verb, they describe the giving and receiving ofservices. te-form + I do somethingfor you. -T You do somethingfor others. I do somethingfor others. Somebody does somethingfor somebody else. 1^^^ Yoii^ Others^ ___^ Somebody does somethingfor me. You do somethingfor me. fe-form + Somebody does somethingfor you. We use the ^e-form + If when we do something for the sake of others, or somebody does something for somebody else. The addition ofthe helping verb ^ If ^ does not change the basic meaning of the sentences, but puts focus on the fact that the actions were per¬ formed “on demand” or “as a favor.” ^ fAl±^i:f.'^^«LT^Ifi L/co bfzl i)- I (generously) lent my sister money (to help her out ofher destitute conditions). cf. fA 11 I - ^ L i L fzo [an objective statement] btzl ’ Note that in ^ sentences the nouns referring to the beneficiaries are accompanied by whatever particle the main verb calls for. goes with the particle IC, while v' < goes with These particles are retained in the If sentences. When you want to add the idea of “doing somebody a favor” to a verb which does not have the place for the beneficiary, you can use ~ CO /c <i6 IC. ^ t 3 ^ t L tzo cf. ^All^v 1 L fzo *)/cL i <0 I.' bfcL t' ' I went shoppingfor Tomoko.