170) ►$e-3sffii fig ft L E Kabuki N £ IS D a o g u e Mary and Takeshi are talking, i fz It1 : / T 'J - S A I«I 3 fztt *YI*J IMm During intermission at a Kabuki theater. 1 * T ') - 2 fz It L : .i / T 'J - 4 ft It L : 5 - 6 fz (t L : II A, E 1 0 ffl^ At a concession stand. i /bit l: f&£4£&4 ftr$*s Takeshi: Man-, do yoti 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 sec it? Mary: Sure. When is it? Takeshi: On Thursday. From 12:00 to 16:00. ® Mary; It was beautiful. Takeshi: The people who appear are all men. Man: Really? Takeshi: Yes. By the way, did you already eat lunch? Mary: .No, 1 haven't eaten it yet. Takeshi: Then, shall we go to buy it? m Takeshi: Excuse me. Two box lunches, please. Vendor: Here they are. Takeshi: And then, one tea and one coffee. Vendor: Thar is 2,.S(I(I yen. Thank you very much. i good child color boxed lunch spa; hot spring Kabuki: traditional Japanese theatrical art guitar medicine to take medicine 3 >*f- h concert near future $_ i m$ essay; composition exam mm Shinknnsen: "Bullet Train" ski m last month h l r word: vocabulary t: 7'/ piano illness; sickness U\ -adjectives &;$V;:* ^-adjective (/-verbs blue red black lonely white yi )unji mean-spirited to dance (something) ends (~A*) * Words that appear in the dialogue mam* \z£*%&%%. K%¥h^i to be popular tl L" 3 h (something) begins (~*0 t;"1 < %{ to play (a string instrument or piano) £ ;3 7 to gel *g 5.-9 five too A ^ six 6 &"3 -to seven $ •$ -9 AO eight Z ZCT>-Z) fL~o nine C*j + ten \— X /S Grammar 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 verbs: l^-adjectives: Tj. -adjectives: noun + TIT: Past tense, negative verbs: l\-adjectives: ^-adjectives: noun + Tit: OT -. compare with: m/v? mm it♦ replace the final l\ with tP'otz & adjectives and noun + "cT'lJ" in the affirmative (c above) •> replace t: in the present tense short forms with jftfofc The two irregularities that we noted earlier are observed here once again. They are: ft-a tz 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. 'See ft -o X in Lesson 6. See i ti X < *>') £ and i < Ä ') I L /- in Lesson 5. • In represented, or quoted, speech S«e .syhV/ /Ary/ .v/íp Hwe íV/ffrf worn) glasses in high scíiool. i In casual conversations ř/ďř-ť dinner yet? Uh-huh, I did. 0 Note that in Japanese the tense of the original utterance is preserved when it is reported. 1 f 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", 9 siMfc\$$l 3£ L *C^£ i~, using the present tense, your report will be: m Sue said that she was studying Japanese. 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 h -r ZX* Ire /I X ^ Z> (reading a book over there) is used as a qualifier for the noun ¥ The student who is reading a book over there] is Michiko. The following table shows \ annus forms of noun qualification. The phrases in the boxes qualify the noun A. (person) to their right. Example 1 is a straightforward adjectival example. Example 2 contains a phrase describing a person's attribute (Lesson 7), example 3 has a verb in the short form (Lesson 8), and example 4 has a &-adjective, which is relational (Lesson 5). SA qualifying phrase like this, which has a sentence-like structure of its own, is technically known as a "relative clause." 1. 2. 3. 4. A A « person who is interesting a person who has long hair -' l>£ A 1--■ ííŕ '.1 a person who wears glasses a person who likes cats adjectives and verbs noun used as qualifiers Here are more examples of verbs used in descriptions of people. LtLi Ot'7/o /&) ŕAe person taking pictures over there? People who do physical exercises every day (are healthy.) -—?- r (7 ///r^ people who do not smoke. 64 /e£/er ctfwf />"o?j/^ o friend who got married last year. Consider first the following pair of sentences in English. Zelda has lost her key. Zclda 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 Lhat Zelda is still without her key. On the other hand, the second "simple past" example describes the event as something that is independent of the situation at the present moment; we do not know whether Zelda is still looking for her key or has later retrieved it. In Japanese, past tense forms do double duty on the affirmative end of polarity, but the past tense and the "t^-S construction share the work on the negative end. Thus in the 35 9 EH affirmative, the past tense is used both with words like 5 <7) i (disconnected from the present) and & 7 ("already," connected with the present). frtX$?)ifemz l £ Ltzs and fcUt 1 fe£S£ LJ_LA0 / rf/rf ///e homework yesterday. I hare already done the homework. With the negative, the past is used to talk about a finished time period like but X\\%> is used if your intention is to talk about how things stand now ("not yet")- fort * t fegg £ L 3 -fr /L -C L tzo and fcti$*ffc«£ U^IU0 /" ho/ <&> /«e homework yesterday. I hare not done the homework yet. ^/c—ITU^'ri'/u //fl/r w>/ . . . yet This use of "O^S can be found both with verbs describing changes and with verbs describing activities, as defined in Lesson 7. X — $A,&£tz'i&$X\-*£'&A,0 (change) Sue has not woken up yet. j£ (i i /= fr r Ii L £ It-< t ^ £ -£ /v 0 (activity) / haven't eaten lunch vet. We learned in Lesson 6 that added to a sentence means "because." &&f!rkt -e-^x-L4b« it L*-^:Wbs / 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 + h " sequence to the beginning of a sentence for which the explanation is offered. (explanation) (situation),, = (situation), because (explanation). = (explanation), therefore, (situation). hit-KIN^3h, (i131% / M7<7 srwrf.v evening, became ice will have an exam tomorrow. (~We will have an exam tomorrow, therefore, 1 wilt study this evening J We didn't go out, because it was cold. (=It was cold, therefore, I didn't go oat.) 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 h' h, you find both the long and short forms. Thus the ^ clauses in the above examples can be rewritten as & L tzlK^kfrh f) s. ^ and %k"? fc"C*i"A' The long form before is more polite, and is frequently found in request and suggestion sentences. Let's go to see Kahuki. I hare tickets. 3The long form before *• h is inappropriate when the entire sentence ends in a short form, however. Thus it is inappropriate to say:X ^. it A'i~t r> fe. I Practice (T) Short Forms Past A. Verbs N (a) Change the following verbs into the past affirmatives. Example: < * i. Bit 2. i, fit 4. M£ 5. ^< fc.irMi 7. ft* 9. febi 10. < 5 11. U < 12. i-9 13. 14. t ^ T 15. 16. #| (b) Change the following verbs into the past negatives. Example: & < -* (to throw awav) 5. (i < 6. &C~t| 7. o<£ 8. 1"£ 9. fcbi 10. < | 11.^7 12. 13. ItEii 14. 15. ftfcl 16. ^tt: B. Adjectives and Nouns (3 (a) Change the following into the past affirmatives. Example: &<"W -# fzfrfr^tz 1. 1$ $iiJfe>% 2. 1Mb 3. fcflP&l 4. Mf»VM 5. ftdft* 6. LibftHNfil 7. $*f%* 8. 9. k**vfAi 10. 11. 12. fct;^ (b) Change the following into the past negatives. Example: A*1^ ** tzfritxfr^tz if i | & •* tfX | C * A 5. 6. 7. fc*»v> 8. li->^ 9. ^v^t/u^ 10. i'oC^^ 11. t*tL&V 12. fe&'L^ n Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? @ Example: T V fc" £ JL h hi Q : | n % t v t* £ A ? 1. tr#i#<*i 2. 4. i %£imt?> 5. •? fet^at* 10. 3 M£»—#— 11. t h 12. ^{7i:rf < 13. &jb-f$ 11. f-'f X3t7I5 L ■ 0 □ 1 ■ Q D i n 1 B. Make questions about childhood in informal speech. How do you answer those questions? Example: TL'A - Q A l. 4hfe**M 7. 11. &itf*HB lU * If/. * 2. M^bM -i (i 8 10 12 x ,f - -y $*n J A. Make a guess about the childhoods of the people below. Example: TtH'C" L fzfi\ If\ A : $\% Jt^fz^fzZ^^ii'o (a) VHV^COIVC (about Madonna) 2. ^L'fi^'L^ 3. ifcJr-t^X- L wmm 8. t°r / JM| I 9. i < L | L fc&* 10. «t < L fe*% 182 (b) H^fI©5feSCOL\T (about your Japanese teacher) B. Choose one classmate and guess what they were like as a child using the following characteristics. Example: MfttV' > a t <-h I A JI*1 i £*o tz 11H I 1\ l. W**# 2. £J| 3. tf^i^/te^ 4. 5. ftlw 6. 10. JNfeV*** A. Pair Work—Ask your partner the following questions about his/her childhood and report to the class using —dim^Zl^btz. Example: ^L'^^'U: *>, — A : -flSW*. ^L**75-CL/=*% B : ffta, fc*&fcl%yfe A : B f^Bfi^>J^'of^f^t^i U, B. What would these people say/have said? Make up your own quote for the following people. Example: f?0MWy*>fyV 3^ < 3 Agfe L £ f ^> *C i > i L£0 BUN (3) £At> (4)-*(lmvJ mother) (5) B^i& st lift t; llA - A. Look at the picture below and answer the questions. Example: ffl^^/v B. Pair Work—One of you looks at picture A below and the other looks at picture B (p. 188). Ask each other questions and identify all the people in the picture. Example: X L - A : | L S I^H^Atfft1! Picture A Ask which of the people are the following: 1. tzhn 2. hi; 3. /-f^Tii 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 ~TI\-§A"C1T. Take turns when finished. l>i. Example: Teacher : -? A 9 ? L ,'i £' 7. (a name of newly released movie) (a name of newly released CD) fa name of current best-selling novel) m < A. Match up the phrases to make sense. 1. h^^tzfr h 3. #tfrtiff-3 A» £ o. ^.t^J: < *£i)*otzfr to ttt ^uttf 3 -etc I 5 i L i -5 ■ B. Complete the following sentences adding reasons. 1._ _&4^Mf/v-tfYv& >) 3^A,o 2._____a^ssMU^it. 4._ U£* vni ^cb^CDM^ A. Role Play—One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue I as a model, order some food and drinks from the menu below. Be sure to say how many you want. B. Answer the following questions. 1. SfT /ffp$| ffr. 3. SIS J Tt^v 6. (birthday) izfäfrt h ^ £ I 8. 12. * & tz mm "0 l& if A fie x #- -y A'AIW* ') £ 13. £'VL££^?*t'1-^0 188 Pair Work V B.= Example: X L - H A : | L - %fo&gmJL'?tP Picture B Ask which of the people are the following: 1. H^-/^ ^_ Colors There are two kinds of words for colors. Group 1: u-adjectives black ftfc*- -white red "f"^---- blue yellow ^--- brown These words become nouns without the ^ \ $ g #$ | ifc^ | /iAe rerf fill fiesf. MIv - Group 2: nouns £$/7'\) — > -green t —----purple £/ 7' V —--gray £- light blue b°>7- pink frfc/:ar-/T K -gold --silver There words need ^ in order to make noun phrases. 7" 'J — V <0 -b — 7 — g$iftN stvealer Here are some words related to colors. fcft*#vi X' f fa0 ttw look pale. faM.'SO^Mr black and iviiite picture /T1)-^ 8#P^1(% to blonde hair.