150) ►š^-Ä^S fígl J K- LESS -7— Barbecue N 8 n -<£s. =: IS D a o g u e © I j At school. i &.%, z 3 &%Z 4 felt L 5 Ä^d 6 fcltl 7 &%> Z ŕdtL*/U ž>Lŕc.ŠX&*CvN*—**■*-* LHUo itx,$x,ar/i^*>f m*&s e-jr.otv^á; l&<, © H 1 Robert is cooking at the barbecue. 1 <£. %> z \ 3 ä^> c : 4 n/>;"— h U, J: < ^-Cfřl á to Si: -C -aft 5 n/<— h : ÄJ& i L Jt 7 *\. Michiko: Takeshi, would you like to have a barbecue party tomorrow? Takeshi: That's nice. Who will come? Michiko: Sue and Robert will come. I think Man" will come, too. Takeshi: How about Ken? Michiko: Ken said he had a part-time job. Takeshi: Too bad. Shall I bring something? Michiko: I think nothing is needed. 0 Michiko: You are good (at cooking). Do you like cooking, Robert? Robert: Yes, I often cook at home. Michiko: Shall I help you with something? Robert: Well then, cut the tomatoes, please. * * * Robert: Shall we start? Michiko: Don't drink yet. Man- said that she would come. Mary: I'm sorry for being late. Everyone: Well then . . . Cheers! ►izsbíS* X/S» pp Q V o cab u 1 a r y Nouns &^o t the day after tomorrow &46 či rain i1^ L f v^ ^*tl office worker # y 9 camera 7)7t^ karaoke < "5 5 St air tt$ 4^3 this morning I /v (f O *J! this month L r ž: í±^ job; work; occupation fé\*é*< -ířV> *¥± college student T -f X 3 disco •t/cs «tm ^flfm weather forecast í:a m place * h "v h tomato ä o x summer * &{-** **** something /f—x 4 — party * / \------C ^- jx — barbecue !i t chopsticks i»#i winter *-axťM homestav; living with a local family á ^ L & ň #il even- week h \ * If ô JM next month ^-adjectives * Ľ Jí Ťf(^) .t* skillful; good at . . . (""Ä*) ^Ä(ír) T^ clumsy; poor at . . . (~£**) ^?46vv(íe) M famous V - v e r b s &£>£*.*.£ ift&fcZ it rains fahl Ä 3 to wash * v^ Ťl to say * Words that appear in the dialogue * ^"S to need (-—#0 * £ % < £ Ž Ä < £3 to be late (for . . . ) (~ U) * & t -9 Jf£ ^ to think * ^ á -WS to cut * o < § ft § to make * & -» "C V * < $# -5 "C V * < to take (something) J? u - v e r b s C'^Ľ^ÄŽ Ľ^ĽÍÄŽ to stare (at ... ) (~ ž) * íá U" 46 § *é 46 ž to begin Irregular Verbs 7 X, "C A, "t Ž Ü&1~£ to drive (~š) %A,tz<1r% ft Jü 1" 5 to do laundry Ý1 U1"£ fir St "1 § to clean * »Jn^tŽ ^íli"5 to cook Adverbs and Other Expressions ~) •) h uh-uh; no ") /v uh-huh; yes * *^(fvN f£# Cheers! (a toast) * ŽřÁ^/U-t-tte) 38l^(*e1~ía) That's too bad. * Ž /c + negative not... yet * ä /C £ "t" all (of the people) together 3t /S Grammar /3^^ IS5 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 short forms long forms verbs: 3 SjS&Sf IVadjectives: frWU jfitfDttlYW ^-adjectives: noun + "Cf: íKtíu---- Present tense, negative short forms long forms verbs: J; J; U-adjectives: frfelK&U frfrlK&Drti/u ít-adjectives: ■ttr-l/**0S1tto noun + ~C§"- The following rules summarize how short forms are constructed. Verbs and U-adjectives in the affirmative (a above) -> same as their dictionary forms if-adjectives and noun + Jf-f in the affirmative (b above) -> replace "dt with £f tV and ^-adjectives and noun + ~C§ in the negative (d above) -» replace faožižhj with & U 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." w> b im As noted in Lesson o, the adjective ^v* is irregular. Its negative short form is J: < íŕv\ 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 •g> off and add J&IV fc -> t u-verbs: Take the final -u off and add -anai. m< -> ft5 -> BS -> BS Si -> mo -> íffc&U J; ^ J; 5ßfö -» i, Ä5 *> -» (D I7ĽÍJ 4 ^ irregular verbs: « -> U&U <£ -> . (2) exception: £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 i are ~ %> ti v-» instead of ~á> =i: v ^. (2) The vowel changes with the irregular verb < S. (3) The verb h l> in the negative is & v\ Uses of Short Forms 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 represented, or quoted, speech ("I think . . . ," "She said . . .") • In casual conversations, as signs of intimacy • In making negative requests ("Please don't . . .") (See 3 on p. 157.) 2This suggests that the bases of verbs like Ä Ť and -ě-Ť actually end with the consonant w. This conso- nant remains dormant when the base is followed by the vowel i, thus we have H ^N í ~f, where w is ** lacking, but it surfaces with the vowel a following, JC#?ířV\ This mvstery consonant also explains why the fe-form of such a verb has the small -o, just like verbs whose bases obviously end with a consonant, such as H 5 and í#-3. ► ěfS-ASS I • In expressing ideas like "I like doing . . ." or "I am good at doing . . ." (See 4 below.) Quotations To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus Ht^X^Š. In (They said ". . ."), £&^á T (I think that. . . ), and so forth, ť. is a quotation particle, which does the job of both the English wTord "that" in indirect quotation and of quotation marks (" ") in direct quotation. Sue said that there would be an exam tomorrow. (#ii) tz It L $ A,«y T V ~ 5 A,*m J t*£ Bv*£ 104 / ŕ/w"»Ä Takeshi likes Mary. Casual conversations 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 speaker's 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, Japanese speakers are often very conscious of seniority. A year's difference in age may in many cases totally preclude the possibility of establishing a truly "equal" relationship. 3Xote that the present tense in Sue's original utterance is preserved in Mary's report. 4To say that you don't think something is the case, it is more common in Japanese to say it like—-4* v ^ tf,l^t (I think that something is not the case) than—iJgUŠ^ (I don't think). Therefore: **(&») * t y - $ ^ life a ĺ žA,imn c^^^tm^tc ** I don't think Mary likes Takeshi (= 1 think Mary doesn't like Takeshi.) mQM< 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. • The tc ending of i-adjectives and noun + X"f constructions (b in the previous section) is usually dropped. In casual conversations, iá v * and v * v»x. are often replaced by the less formal i ^ and To request that someone refrain from doing something, one can use a negative verbal short form plus "C < tč $ v\ Please don't take pictures here. negative short form + Zľ<7cÚ:U Please don't . . . gl verb OmižTlT Short forms are used in constructions where verbs and adjectives are to be treated as nouns. Thus íA(á~*ŕ#r^ X"t / % b^'t'i" can, besides describing your preference for items denoted by nouns, such as Ü, also describe your preference for activities, such as swimming, drinking coffee, and studying Japanese. Add to a verbal short form to express the idea of "doing x." {% (ä) h &m siiü^^ ^ -c-to / like studying the Japanese language. hŕzL "- f -či Ľ / don't like cleaning my room. ► ŽiS-XjŽifi "To be good/bad at doing something" is ~*i_L^-"Ci" (is good at...) and ~>&fT^-'C*i" 5 Uri -r -v 4 (is bad at . . . ). n/<- h $ X,üffMgŽft ž» <=W-^"Cj-Q Iňl -3< ---- Uli Ť Robert is good at cooking meals. Takeshi is not a good speaker of English. person |ä activity (verb) <• * Who ivent to Okinawa? As we learned in Lesson 2, a question word that is the subject of a sentence is never followed by the particle ii, 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 jí>\ Which class is (the most) interesting? Japanese class is. Who wears glasses (in this class)? i T &£ ^'^^ te £ *> (t T ^ á-f0 Professor Yamashita does. aUft and iqj=fc mz mz The word for "something" is fäň\ and the word for "anything" in negative sentences is fft. Sit: "Some" and "any" in: positive statements sc something questions mi? at anything? negative statements ÍŘIt + negative ac not . . . anything s These two words are used in places where the particles li, **, and Ř 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. The cat has brought something. Did the cat eat anything? No, the cat did not eat anything. 1 my—s Notes —^"•5 ► Most irregular verbs are compounds of nouns and the verb "f ž. If you have learned an irregular verb, therefore, you have also learned a noun. verbs nouns to study study ex. Japanese language study is fun. mmt6 mm ex. o/t— Y ě A,j&žJ*Ž 6. (á U 46 Ž 10. < S 14. t otv^ < 3. "ft* 7. ^< £ 11. b-ftit 15. táv^ 4. Tb^it S 8. -gXfc < tS 12. &Ž 16. frž.& B. Change the affirmatives into negatives. (3 Example: 7c 7^^ if ^ ^ *? 1. KJ> "7 tó^/c 5. ÄU^Ví 9. fcV^^/:' 13. J h^fz 2. &<5óŕc e. la,*-^ 10. w*\^ 3. v\***Lv> 7. ^-f^ 11. ^»•o CI \rW^ 4. j&^fcjv^ 8. ^ft^*: 12. ~jr$Ť~ nj Informal Speech A. Answer the following questions in informal speech, first in the affirmative, then in the negative. ŕjjj) Example: Q : X < &**-<* ? 1. fa, ÄÄŤS ? 3. i'< ří^ž^t;? 5. «, a^fiž:l#-t ? 2. fa, $Ltc%lZ&i ? S1 i ~ t íi 4. i < MUJM ? ■CA l í- «0 6. #H, rl/tižJLž ? @ ► ětS-Xž 7. í, L/č. *¥K*S ? 8. ^h. mm&hž ? 9. É ifM1-£ ^ "t ^ S ? 10. k.M., TA XníCÍf < ? n. *3t, »ÄftifSft« ? i2. #a, akati-2 ? B. Answer the following questions in informal speech, first in the affirmative, then in the negative. M Example: Q : Tuft ? HM. S A : i /U ťĺ^o/-? ■? /í/, Ťt^Lľ-^ &v UM i. vá ? 2. It Lv> ? 3. B&meo77Xtín$> Lh^J 4. H^fic^ŤXíáiÉtl^? i: (I/v r i- li* - t~ti- 5. Z <£>$#!■#íáv^? 6. stáilá::*?^? 7. f^-íi^Ji^? 8. Í5Ä,S^^^ ? 9. X&'-Vtfž b^ ? lO.^HÍá^aiH? i)Bí:A£: - Picture A 1. ZCOAli&i±m~C-ft\ 2. ^-e-f^o 3. Ui-?-f*\ 5. tf**&v *■?"?-*•„ 6. It Lv^-C-t**. 7. ^Ü L T VN á-f ^o 8. &#£/i < ^^^t^ít^ 9. X (t<ŽŤ^ io. «t < x-t:-7^ Lát^o 11. 77>XÍž|LÍŤ^c Picture B 1. z lUH^ttí'o i: IIA 2. ^"^ícří-Ct^o 3. £flíi^;K^-u-t^o 5. ^íä^VN-Ct^o 7. ;i£ŕ9AiáJ: (plti>0 8. X <í±~fž lŘ~t*\ 9. It:l < «**&•«) ti-*\ B C. Make a guess about the following things, using —till^T. 1. the weather tomorrow 2. the next test 3. what your classmates will do tomorrow ®*;PU-i*/uKttUW:Bori\á:Ufc IVE:* LI A. Report what the following people said, using ~č.m-oZl^ĽŤz. L-i Example: J* T 'J -/>J| i±'\t L v n X~f0 -> Q:/71J-$^üHí:fotv^iLf:;ô^ A : 4^ (á'It l^Ht^X^Ř Itzc ŕT])- us<— Y -^ 5 J: li i Ex. ^.gtáit LvN-ďo i. &n tut Ľ^&9 á-ax0 2. *LjfettAv*#£Lá"ř. e. n^ $ &utww*.t-í- -c-to 7. ^X^/Uä^áL-Cto 8. 3|tÍtiá|l»itttá-íŕX/o 9. &Lfcm^XÄ-t-to ío. ž, L/č(á^< h 0 í-^iCo n. é í oXttjg**HM á-to i2. & $ o -c (ä*w-rto B. Pair Work—Ask your partner the following questions. Take notes and report to the class later, using —č-m-oTl^LŤz. 1. UJfcíáfóž Líf*\ Urti-3 Sec 2. S^íážf^-tÝ^o i: !iX £ í K .ä/í A- i' ( ŕ S 4. ^x^A^f^-et^o msrn What would you say when you want someone . . . Example: not to look at your photo 1. not to speak English 3. not to come to your house 5. not to smoke 7. not to forget 9. not to start the class yet 11. not to erase the blackboard yet 2. not to call you 4. not to go 6. not to sleep in class 8. not to stare at you 10. not to be late ^TN A. Tell what Mary is good/poor at, using JiíTľT or"F#*Cf. rjjj) U£5 t- >\ fc Example: tennis (good) swimming (poor) 1. French (good) 3. cooking (good) 5. speaking Japanese (good) 7. driving a car (good) 9. writing love letters (good) 2. video games (poor) 4. making sushi (poor) 6. taking pictures (good) 8. eating with chopsticks (good) (»LT) B. Pair Work—Ask if your partner likes to do the following activities. Example: studying -* A : ÄÄ1"* mm % t-fů\ B : tiv\ «ří "Ct/*:* $ Ti". 1. eating 4. doing shopping 7. doing cleaning 10. taking a bath 2. sleeping 5. playing sports 8. doing laundry 11. driving a car 3. singing 6. studying Japanese 9. cooking 12. washing a car * If you neither like it nor dislike it, you can use *f S "Ct» 3* í> v^"C$> 2b 1 Ž -tí"/vc A. Use the table below and answer the questions, ß Example: Q : /ctl^M ^r'J XAtt**o Ľ A 1. fc*Jh,***BA-C1-*»o 2. /cíľt^3i4iiž-raío*íJi^--c-i-*^ Ľjt-i -f 3. fc**l**v\oi (always) ItíťC' 5. ^*t**^**#3i*C"t***o Řtt\ Robert British is good at cooking cooks often went to Okinawa last weekend doesn't like cats Mary American is good at skiing does not cook had a date last weekend likes dogs Sue Korean is good at singing cooks went to Tokyo sometimes last weekend likes cats Takeshi Japanese is good at always eats at had a date last doesn't like swimming .cafeteria weekend cats B. Pair Work—Use the table above and ask your partner questions with Ťčtíiŕ A. You went to a party but did nothing there. Make sentences using the cues, (^j) Example: >*—Ť A — Í-ÍŤ ^ í L tz **, (eat) 1. '*~ TA — i - í X ^ Ř IfzúK (drink) 2. il^tŤtfb^t lŤzŮ\ (sing) 3. ŕl/h'^li L/č*\ (watch) 4. *^7^ot^nB\ (take) 5. tp&$AslZ^^ŘLtz$K (talk) 6. ^-TM-Kít^i L/c^ (do) á^/^Cl/č, B. Answer the following questions. Example: Q : £ Llth 6. «, fóHft&Li-t*». A. Interview one of your classmates about any future plans and report to the class. Example: X- $ /Uáifc#-V *7 Jl^iŤ < tlfot^íU, B. Pair Work/Group Work—You are planning a party. Decide on the following points and fill in the chart. \\-OX~ffr žrc-cLá-f^ ífX&vv8—-f^ —Ti"*» fäžlRvX^Ž štfr t£M*Jf.Ř-ffr © 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 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 A and B. Discuss your own and your friend's schedules using ~Tli^i/tc, and find out which days all four of you are available. Example: A B A •Ť-ÄHtíVá-CI-* IV? % Student A A's schedule 16 17 18 19 20 study 21 22 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 Student B 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 BQM4 169 B's schedule 16 shopping 17 work 181 19 20 21 22 tennis 23 24 25 26 27 28 29 work