(114) ►ÄE-Xjäl (m(ym I L E S S 0 N..............................6^1 □A—ScS/u©—B A Dayin Robert's Life US CS zsiüi Dialogue In the class. 2 o/v— h 3 AT5t± 6 n/\*— p- WtJ&ftä: Life. © After class. 1 X - 2 O/V- 3 X - 4 O/N*- 5 x —: 6 &;<— \- 7 x - : 8 o'X— H ill l,i *<-tii^ © On the bus. 2 n/<—h : i£> ItJäti......*<0. fcUT&SA,, ( f: J^„ 4 x3/<~ r- : 5 *i ti' ^ 0 Prof. Yamashita: Robert, please read the next page. Robert: . . . Prof. Yamashita: Robert, please wake up. You cannot sleep in the class. Robert: Mr. Yamashita, I forgot to bring the textbook. Prof. Yamashita: Please bring your textbook with you. We use it everyday. Robert: I understand. I'm sorry. Sue: Robert, you had a hard time today. Robert: Yes. May I borrow your notebook later, Sue? Sue: Yes. Robert: Thank you. I'll return it soon. Sue: Robert, we will have a test tomorrow. Robert: Really? Sue: Yes. You were absent from the class last Friday. (That's why you didn't know about it.) Robert: Well then, I'll go home and study today. 0 Old woman: Excuse me. Does this bus go to the city hospital? Robert: Yes, it does. Take this seat, ma'am. Old woman: No, thank you. I'll get off soon. Robert: Is that so? Then, shall I carry your bag? Old woman: Thank you. Nouns * o V r !> t'Y—A L £^tf5 Irregular * Iot< 8 Adverbs I * * itoct -c-r * (i/vi:") -et*» fats to enter to carry; to hold (~- (1) to be absent (from (~£) (2) to rest £) ..) (:~£) JSI It 5 to open (something) f>C;t & to teach; to instruct (person l- Illing £) Fl- 0 5 to get off (~ £) {a ') 5 to borrow (person \- thing £) Ffl ftj to close (something) (~ £ ) to turn on (~ £) £ It 5 to make a phone call (person I -) /S iX £ to forget; to leave behind (~£) Verbs Hot < 5 to bring (a person) (~ £) to bring (a thing) (~ £) nd Other Expressions $t"C later on sg. < (do something) late because . . . "C"f That would be fine.; That wouldn't be necessary. right away fcS"Cl"*« Really? slowly; leisurely; unhurriedly "SC Grammar ;3>A. 155 Te-form The main topic of this lesson is a new conjugation of verbs called the "te-form." Te-forms are a very important part of Japanese grammar. In this lesson, we will learn, among their various uses, to use them in: • making requests (". . . , please.") • giving and asking for permission ("You may . . ./May I . . .") • stating that something is forbidden ("You must not . . .") • forming a sentence that describes two events or activities. ("I did this and did that.") The conjugation paradigm of fc-forms is fairly complex, as we need to learn separate rules for ru-, //-, and irregular verbs. Furthermore, the rule for //-verbs is divided into five subrules. First, with rM-verbs, the rule is very simple: Take 5 off and add ~t. ru-verbs U-verbs come in several groups, based on the final syllable of their dictionary forms. (j-verbs with final z>, O, and ■§ e9 r ho v$0 Sol 'As we discussed in Lesson li, some verbs that end with the hiragana 5 are rw-verbs and some others are //-verbs. The rule of thumb for determining which verb is which is to examine the vowel before the final 0 syllable. If the vowel is a, 0, or «, the verb, without any exceptions, is an //-verb. If the vowel is either 1 or e, the verb can be either an //-verb or a n/-verb. Statistically speaking, there are many more /•//-verbs, than //-verbs in the iru and eru camp, but there are many important verbs in the minority, such as Ki (to enter), and m (to return). 1. . . aru 1 oru uru always «-verbs iru } eru j often, but not always, m-verbs As far as fc-forms are concerned, we observe that //-verbs that end with 5 will have a small "3, /-//-verbs that end with 5 do not. £3 u-verbs with final t, il\ and £& 5E& u-verbs with final < » — There is an important exception in this class: #— u-verbs with final <* 15*- u-verbs with final "3" The irregular verbs i~ 5 and < 3, and compound verbs built with them, conjugate as follows. irregular verbs Note that te-forms and stems (the forms you find before £ 1~) are totally different constructs in the //-verb camp. A common mistake is to assume that the simple paradigm provided by the r//-verbs (ti^X and -fc^i; i~) covers the //-verbs also, thus coming up with unwarranted forms such as x-#-i^-r; (see J: i~) and xj^^-C (see ttk&i i~). It is hi, XI probably easier, at this stage of learning, to memorize each verb as a set, as in -JF < — S $ i -f—'S *■ * X, than to apply the conjugation rules on the spot. Refer to the verb conjugation table at the end of this volume. v___' J Use a verbal fe-form together with < /c^n to make a polite request to another person 2 "please do . . . for me. " Please listen to the tape that goes with the textbook. Excuse me. Please teach me a little. (= Tell me, I need your advice.) A verbal fe-form plus & v*v*"Ci" means "you may do . . . ," which describes an activity that is permitted. To ask for permission, you can turn it into a question sentence, ~ X t> l±v\ JL"t fe ^^X'i-Xo May I see the textbook? Yes, you may. To deny somebody permission to do something, you can use the fe-form plus (ivWti-tt L. uui, f5c£r# & JLX (i»■ >tt i -y-/v0 Afo, yw/ way "0* see the textbook. Describing Two Activities You can use a fe-form if you want to combine two or more verbs, as in describing a sequence of events or actions ("I did this and then I did that"). In other words, the fe-form does the work of "and" with verbs. (Note that two verbs cannot be joined by £, which only connects nouns.) /-> ') -t\ ^ f- L £ "to / will borrow her notebook and xerox it. Today I gat up at six and studied. Le/'s #0 to Wte cafeteria and have lunch. The fe-form of a verb can also be used to connect a verb more "loosely" with the rest of a sentence. In the first example below, the verb in the fe-form describes the manner in which the action described by the second verb is performed. In the second example, the fe-fonn describes the situation for which the apology is made. / go to work by bus. (I take a bus to work.) / am sorry for not bringing in the textbook. (I left the book at home, and I am sorry.) A sentence that ends with h (because) explains the reason or the cause of a situation, a proposal, and so forth. (situation^ (explanation) AX6C I will study this evening. (Because) we will have an exam tomorrow. Let's go by bus. (Because) taxis are expensive. In Lesson 5 we learned £ L J: 1 meaning "let's____" i L i i i' is also used in the sense of "let me do . ..." in offering assistance. If you see somebody having a hard time opening the lid of a bottle, for example, you can offer help by saying: I'll do it. 2lf you are talking to a very close friend or a member of your family, a fe-form, by itself, can be used as a request. SSM It "Co Open the window, will you? The explanation clause may also precede the situation clause. Thus the first example above can also be paraphrased as : We will discuss this further in Lesson 9. Or to a person who is carrying a heavy bag: £ L X 1 fro Shall I carrv your bug? i: to i *5l:f/u Expression N o t e s (J) r j JS modifies nouns at at at or works as a predicate, and i'i < modifies verbs. A: Sffl^Hl^ailt, B: ;Mv>T"ihte0 / went to bed at one o 'clock yesterday. It's late. On weekends, I get up around 10:00 sod, a 9 #s fc 9, as in i* •? & £ 9 # fc ■) (Thank you very much), or with "f&^-tfrA/, as in fc'd "f & i -tir/v (I am very sorry/Thank you very much). When used alone, it is an abbreviation of fc* v i> 9 A! fc -5 or if -5 if"/* £ -t£/v. Therefore, when you want to show your gratitude or regret, you can just say fc* -5 b instead of saying a long sentence, fc' b functions in many ways, depending on the situation. Some people use if "5 b as "hello" or "good-bye." $>► Many words that begins with is can also be used without it. is in such words simply adds smoothness and nuance of social refinement, without changing the meaning of the words. Example: i$W tsfc iS&B mew* 123 J A. Change the following verbs into fe-forms. @ Example: & $ 5 -* £ S t 1. 7. fe'Cv^ 2. 8. H '6 14. Ii&-f 3. Xti 9. t5 15. 4. 10. <* 11. < i 6. 12. ;fa£ 13. Ite B. Let's sing a fe-form song! (Battle Hymn of the Republic) © J>:1'; hi h^X £-?X Hi H-oX Its XA,X' hZLX' Lte L/vt fr{ fr^X Iti" tflX ^£<- V^^f A^^J.> «-verb /e-form (repeat twice) if LX /<-verb fa-form C. What will you say when you want someone to do the following things? 0 Example: to speak slowly 1. to call you tomorrow 2. to write a letter 3. to open the window 4. to drink tea 5. to teach you kanji 6. to bring a drink 7. to wait for you 8. to come with you 9. to so to a hospital 10. to return your book 1. to bring a friend 12. to stand up D. What would you say in the following situations? Example: ft £ Bflltt < tz 5 v\ (2) (5) E. Pair Work—Make your own request, such as "Please stand up" and "Please take a picture," and ask your partner to act it out. Example: A : a — t - £ Ik A,X' < tž í \' li pretends to chink coffee. A. You are staying with a host family. Ask your host family for permission to do the following things. 0 Example: f '-* T V t* £ E X fe *Hi*'-^i«0 1. fetf£*.«B 2. ^jfeA'ttS 3. «!, fc*g{:X5 ■». alt£ 8. TVifY-Miti %6m-4 (125 B. What would you say in the following situations? Make sentences with —"CtU 1. You are in class. You realize you need to go to the bathroom as soon as possible. 2. You are in class. You feel sick and want to return home. 3. You have forgotten to do the homework. You are sure you can bring it in tomorrow. 4. You want to ask your teacher something, but you cannot phrase it in Japanese, i). You want to smoke in a coffee shop, and there is someone sitting nearby. 6. You are at a friend's house, and suddenly remember that you need to make a phone call. 7. You have run into a celebrity. Conveniently, you have a camera with you. 8. You have arrived at a classroom. The air is stuffy. 9. You and your friend are in a dark room, and you feel somewhat uncomfortable. C. You are a strict parent. Tell your child not to do the following things using the cues in A. 0 Example: Ť V h* £ H Ž -» T V b* £ JLf fáWi $ -tf/Vo D. Tell the class what we can and can't do at school and at a host family's house. Example: f%LX'Ťz\ŽZ £ "Jto X ř±V Wt 1 -tfVvo *X|»7T 5 'J - (host family) 7 % -CíflřiRS X t l>n ^f-f0 i pSfřTTs =1- ~ 35* 33 CD A. Look at the pictures below and combine the pictures using ře-forms. 0 Example: íflá&ít. 3 - h - £ á "f„ Ex. (1) B. Change the following into fe-forms and make the rest of the sentences. Example: $Z -* #3fe $ X, «tH&%b&&to I. Xtz■$>i%lzf}<, 2. ntytmz 3. 5 4. ^/"ft.C^T 5. ^H,Sl:\5 6. A^C?f < A. Add reasons to the following sentences. Example: '^i:*1!^, - A'XCf) Jf„ >) J*/v*'4o 5. (name of a friend) A*J X'i~„ 316fM B. Pair Work—Ask each other why you think the following. Example: f/3 - (i A ž fc-S Í * /vc ~> A : fMi^riá/vžít--^ -Iř/vo fjteL A 5 te B : £*? UttA-o A : hi 0 0 iHiX*»4>. B SyUi? 1. MliAftto -AL.í-1 ten"** 2. hLtzliU-tX'-fo 3. íHÍ.. (name of a movie) to 1. ^ íO Ť , (name of a restaurant) l-'ň í i I te„ (5. *^!áS^sf žfefSLÍ-ti-/u„ 7. (name of a place) UÍŤÍáťo 8. Š#É*ŽH<-Ni to » Pair Work—Propose to do the following things, using ^bd;5A\0 Example: řl/fžiSt - A : T V h' ž Jd L ÍL J; i i', L. &ŽWJlt-S 2. f-ťťSalt's 3. ffžŤ ■l. *ái:M< 5. «t£ž>MtS 6. £ř^£í#o 7. ík&Wžft^X< Ž 8. tftfcfll-t 9- ?*řfá LQ. M£fflihZ> ®^: (Answer with m~XJ~> 3. @*ir-CH£ LtttWt J-*//-*'. 10. B*tt"0 < **lt 0 11. J: < 77X5)«^^. *5 feL- Directions Useful Expressions (go straight) £ left** 5 (turn right) (turn left) l»o51 [>Jol-► (turn right at the first signal) (turn left at the second corner) 88 (cross the street) (left side of the street) (right side of the street) Directions e (west) it (north) ML?* (south) Excuse me, where is a post office? Go straight and turn right at the third corner. The post office is on the right side of the street. Thank you very much. msm< (east)