s*) ►«B'Äsa f »3111l l *s °~ ŽT— KZ)f^ Making a Date ^< ý< N n š IS D i a o g u e C\J Mary and Takeshi are talking. 2 /r'j- 3 4 tz tf L : 5 7Í71)" 6 fc ít L : 7 /ry- to £' J: ť © íl J On Sunday morning, at Mary's host family's. i /T])- 2 fc-f ^ 3 /TV- 4 fc#^ 6 ti-®* A, 7 /T'J- 9 /T'j" *.£, fBíá^ícíŕJito ^-C^iužÄáto ( L © Takeshi: Man. what do you usually do on the weekend? Man-: Leťs see. I usually study at home. But I sometimes see movies. Takeshi: I see . . . then, would you like to see a movie on Saturday? Man-: Saturday is not a good day. (lit., Saturday is a little bit [inconvenient] . . . ) Takeshi: Then, how about Sunday? Mary: That's fine. © Man-: Good morning. Host mother: Good morning. You are early, aren't you? Man-: Yes, I'm going to Kyoto today. I will see a movie in Kyoto. Host mother: Good. Around what time will you come back? Mary: Around nine. Host mother: How about dinner? Man": I will not eat. Host mother: I see. Well, have a nice day. Mary: Good-bye. Nouns Entertainment and Sports * ÍL\*$3 B^@ movie &/^r< #g|l music 3*0 I HS magazine x-t:-^ sports f-b date (romantic, not calendar) T-X tennis fVh' TV fc'fí video tape; VCR Foods and Drinks žír'iu »f£ breakfast fcSI? fcíg sake; alcohol fófef ££ green tea =J-b- coffee * KA,?tiiA, t&$m dinner /\y/<—ýf— hamburger už r (á/v fi^PÄ lunch ä-f * water Places ^£ e home; house * 1 % home; house; my place LL ** language lab school Time &3 «1 morning fetf= tomorrow Vx-O when 8 Jn ^0 today * ~r$ at about £A,tí^ ^ffc tonight * Lh>ťž*5 ÜL^. weekend * fcfldtŕ iBf a Saturday * icíb J: ?Tŕ H BS H Sunday * Words that appear in the dialogue Ř Wit, á W2X u - v e r b s * ^< * £>t» tifc* it; »"t every dav every night to go (destination I to go back; to return (destination í - / 'N-) to listen; to hear (' to drink ("■"£) to speak; to talk {language ž/"CO to read (~ ž) 7^) ž) /? ü - v e r b s £^í> feJŠ to get up * fc~i3 fť<3 to eat (~Ž) ^a§ «ž to sleep; to go to sleep • Ä-S IŽ to see; to look at; to watch Irregular V e r b s < S &£ to come (destination i-/"N>) * -rs to do (~ Ž ) * *4A íil i" ž &&1"5 to study (~ Ž ) Adjectives * \,>^i good * tít^vn Jf^ early Adverbs Ž> Ž 0 + negative not much -If As*řAs+ negative £-£& not at all * tz V * "C V > *.& usually * fe 1 o ži a little * K J if J Hf • Verb Conjugation Verbs in Japanese conjugate, or take various shapes. In this lesson, we learn three forms: (1) the "dictionary forms," (2) the present tense affirmative forms, and (3) the present tense negative forms. There are two kinds of verbs that follow regular conjugation patterns, and an example of each is below. verb bases dictionary forms present, affirmative present, negative stems ru-verb tabe j^-g. (to eat) u-verb ik ÍŤ< (to go) H fj 11 •&"< l> belongs to the group of verbs called the "ra-verbs." ifo-verbs are so called, because you add the suffix ru to the verb base {tabe, in the above example) to form the dictionary form. For the two long forms we learn in this lesson, you simply add the suffixes masu and masen, instead of ru, to the bases. We learn four rw-verbs in this lesson: S* Sit £3 t'J *p* ä« Another major group of verbs is called the "«-verbs." The dictionary form of an u-xerh like Ír < can be broken down into the base (ik in the above example) and the suffix u. The long forms like frí Ř~Ť and fŤŠŘ^tA/, then, are formed with the base plus suffixes imasu and imasen. You may find the r/-verb conjugations slightly more difficult than the ra-verb conjugations, because of the extra vowel i. We learn six »-verbs in this lesson: ft ť ft* J: -f wkt* ut I&Ž1- ULŘ-f < g* * 9 i t ^he use of the term "dictionary forms" is by no means restricted to listings in a dictionary. They also appear in various constructions in actual sentences. We will learn their uses in later chapters. Don't be misled by the names given to the long forms too; the "present tense" in Japanese can indicate both the "present" and the "future." We will return to this issue in Section 2 below. For the moment, we will concentrate on the forms, not the meaning of these verbs. St3üM|(59) In later lessons, we will have many opportunities to refer to the parts like "Ŕ"< and if ^, which come before Ž "ť and Ř ■£& in the long forms. For the sake of ease of reference, we will call these parts (same as bases with /-«-verbs, and bases plus i with «-verbs) "stems." In addition to r«-verbs and «-verbs, there are two "irregular verbs." Note that the vowels in their bases are different in the short (dictionary) forms and the long forms. irregi jlar verbs dictionary forms t~ •§ (to do) <•§ (to come) present, affirmative UičT &mt present, negative l,Ž-&h> ££1±/u stems U £ These two verbs are also used to form compound verbs. In this lesson, w7e learn the verb Mfä~Ť%, which conjugates just like the verb ~f 5. It is important to remember which verb belongs to which conjugation class. It is a good idea, therefore, to memorize each verb as a set: instead of memorizing just the dictionary form, try to memorize the dictionary form and the present tense affirmative, like ÍŤ < — ft 3* í "f. This is especially important with verbs that end with the hiragana h, because they may be irregular verbs like ~f S and < á, or ra-verbs, or «-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that apply 2 to them, you know why it is wrong to say x IL ř) ťf and x >)f t -f. verb bases long forms stems H€> (= a ru-verb) mi dt a- !)§•§ (= an u-verb that ends with •§) tfyL kaer m d 2Things are not as bad as you might expect after reading the above paragraph. The key lies in the second from the last syllable in a dictionary form. The irregular verbs set aside, if you see the vowels a, o, or u right before the final S, you can be absolutely sure that they are «-verbs. (We have not learned any such verbs yet.) Unfortunately for us, the logic does not follow in the other direction; there are ra-verbs and u -verbs that have the vowels i and e before the final 5. Ä á has the vowel e before ž and is a rw-verb. ')? S, on the other hand, has the same sound sequence, but is an ?/-verb. WM Verb Types and the "Present Tense" In this lesson we learn about a dozen verbs that describe basic human actions. These are often called "action verbs," and the "present tense" of these verbs either means (1) that a person habitually or regularly engages in these activities, or (2) that a person will, or is planning to, perform these activities in the future. Habitual actions: % Ü1 < Ť V ť £ JL Ř T* / often watch TV. ht-X A ^T]) — $ /Uä ľ. 3* řf $%% CTil/vŽ "fť^á -tf~/vo Mary sometimes doesn 't eat breakfast. í, i- fe Future actions: / íí'zY/ £■■**■% 0 á "ťc / will return home. ht-l i'i. Note that ^ may replace the particle \z only in the goal-of-movement sense. The particle \z for time references and other uses, which we will learn about in later lessons, cannot be so replaced. ^ The particle í indicates "direct objects," the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced "o." •3 — fc— Ž ífeÄ I "to / drink coffee. Ť~7°&M Jíto I listen to tapes. TVfc*|JLŽ 1"= I wafeA TV. gl Time Reference You need the particle t- with (1) the days of the week like "on Sunday," and (2) numerical time expressions, like "at 10:42," and "in September." S BI ajCff ^ á "to / icill go on Sunday. © ►Äfs-xai 7 w?z7/ gtf ööCÄ- m September. You do not use the particle í- with (1) time expressions defined relative to the present moment, such as "today" and "tomorrow," (2) expressions describing regular intervals, such as "every day," and (3) the word for "when." 7 H>£# owze tomorrow. I watch TV every evening. When will you go: You normally do not use f- with (1) the parts of a day, like "in the morning" and "at night," and (2) the word for "weekend." Unlike words like hLfz and ífcijlfc above, however, these words are sometimes followed by í-, depending on styles, emphases, and personal preferences. hi i/L..;.Vv í Urti-o Set: 7 r&rď the newspaper in the morning. What will you do on weekends': You can use ä-tf"/^*1 (= the present tense negative verb, plus the question particle) to extend an invitation. It should be noted that its affirmative counterpart, í 'tů*, cannot be so used. Thus a sentence like It^'íi/vž'fe'^Ž ~fů* can only be construed as a question, not as an invitation. &Z*ßA,Z$L^HtA,i\ v z PT7zö7 ř/o you say to having lunch with me? Sounds great. Will you play tennis ivith me? Urn, it's slightly (inconvenient for me at this moment). Word Order Japanese sentences are fairly flexible in the arrangement of elements that appear in them. Generally, sentences are made up of several noun-particle sequences followed by a verb or an adjective, which in turn is often followed by a sentence-final particle such as é\ tí, or X . Among the noun-particle sequences, their relative orders are to a large extent free. A typical sentence, therefore, looks like the following, but several other arrangements of noun-particle sequences are also possible. topic time place object verb / will study Japanese in the library today. m± x< -t* r 5 ?*,<% 'iti ř-to topic frequency time goal verb I often go back home at around seven. WrM Frequency Adverbs You can add a frequency adverb such as -^-H (everyday). X < (often), and £ J if ^ (sometimes) to a sentence to describe how often you do something. % \ž g ^ žT ^ ^^ž í-it 3s Ž "f o i" sometimes go to a coffee shop. In this lesson, we also learn two adverbs which describe how infrequent an activity or an event is; -(řX-íf/v (never; not at all) and h Ř 0 (not often; not very much). These adverbs anticipate the negative at the end of the sentence. If you use *£&>■& A> or h Ř *), in other words, you need to conclude the sentence with t^t/i. ŕc tt L $ /v (i Ž> Ž 0_%?ž L Ž -ŕ/yQ Takeshi does not study much. >il The Topic Particle íá As we saw in Lesson 1, the particle (á presents the topic of one's utterance ("As for item X, it is such that..."). It puts forward the item that you want to talk about and comment on. You may have noted that the topic phrases in sentences such as / T 'J — $ AsliS-^ŠE. "Ci" (Mary is a third-year student), and fAíO^HíáS^ti'C'i" (My major is Japanese language), are the subjects of those sentences. A topic phrase, however, need not be the subject of a sentence. We see three sentences in the dialogue of this lesson where nonsubject phrases are made topics with the help of the particle tá. Mary, what do you usually do on the weekend? 61 I'm going to Kyoto today. In the above two examples, ii promotes time expressions as the topic of each sentence. Its effects can be paraphrased like these: "Let's talk about weekends; what do you do on weekends?" "Let me say what I will do today; I will go to Kyoto." Hit r (á/Ui ? IX A, How about dinner? I ivill not eat. In this example, tá is used in directing the listener's attention and thereby inviting a comment or completion of a sentence. You may also note that the broached topic, a&w'tá L, does not stand in subject relation to the verb, but is rather its direct object. my—s ifcf/u Notes faX/JřS^ When vou move to a place where the hearer is, vou sav "I'm u < coming." in English. However in the same situation. %lifitš É "ý" is used in tiki Japanese. ~M& is a movement toward the place where the speaker is. fi< is a movement in a direction away from the speaker. 53 t L«fcJbVu RA» d; A. Change the following verbs into ~^T and ~^t±/u. @ Example: /i^-S 1. eOtí 2. % < 3. ÄŽ 4. i"S 5. lá&l" 6. VN < 7. < 5 8. d»x.Š 9. &l> 10. It 11. &$l 12. -/<-#• Example: Ex. m mm library/2:00 .O *\Ý L.L./4:30 school/Saturday (6) B^U McDonaIďs/5:00 coffee shop/3:00 home/tonight college /every day 66 (b) Add the place to the above sentences. Example: library -» [I]#lfTͣ͊ žl^Ä í 1"0 C. Look at the pictures below and make sentences using the cues. (3 Example: go to the post office -* $$$íMl \'~Vx ^ á ~to Ex. go to the post office (1) go to the library (2) come to school 1:00 (3) come to the coffee shop (4) return home Sunday J 3:00 8:30 (5) return to the U. S. zurr Cafe -1 1 i ffi 5:30 tomorrow D. Pair Work—Make questions, using verbs we have learned in this lesson. Example: A : ®#ft-CftÜ ž &£ í t$\ msm* E. Pair Work—Guessing game Ask questions and find out the items your partner has chosen. 1. Before you start, both of you will choose one item in each row of the table and mark it. 2. In each row, using the verb and one of the four items, make a yes-or-no-question sentence and find out which item your partner has chosen. 3. You can ask at most two questions with one verb. If you have guessed correctly the item your partner has chosen, you score a point. Your partner will not give away the right answer when you ask a wrong question. 4. When you have asked questions about all the verbs in the table, switch roles with your partner and answer their questions. 5. Tabulate the score. You win the game if you have scored higher than your partner. Example: A : ^^cCÍŤ^ Ř i*J&\ B : w*v*&, it * i-tt-As. a :Djq^-MŤ^ä-f^o B I íáv \ ff ^ J; -ý"o (A guessed what B marked, therefore A won.) post office school coffee shop library ~ £ \ Ř t TV movie video cartoon (Ŕ &£*) ~ží|:Äá-f sake green tea water coffee ~&m&&-t book newspaper magazine Japanese book ~ž Lát date study telephone tennis e ► ŽfE-Xäií A. Look at Mary's schedule and answer the following questions. @ Mary's Schedule i. tr'j-uiimr-fejit^ C' /ÚĽ íO 7. /r'j-uiimi:et^ 7:30 A.M. i get up 8:00 eat breakfast 8:30 go to school 12:00 eat lunch 3:00 p.m. drink coffee 4:00 play tennis 5:00 go home 6:30 eat dinner 7:00 watch TV 8:00 study 11:30 go to bed B. Pair Work—Ask your partner what time they do the following things. Example: A : ffH#fCfe^ á -ft\ B : >\J%\Z$&$$~?0 Your partner's schedule lit. Ľ time ( ) get up ( ) eat breakfast ( ) go to school ( ) eat lunch ( ) go home ( ) go to bed C. Look at the pictures in I-B (p. 65) and I-C (p. 66), and add the time expressions to the sentences. |j] Example: 2:00 ~B#t-iu*tt-e*£i£Äái-c r. Ľ L t ň-A. CD Make suggestions using the cues below. [^ Example: drink coffee -* 3 - t - £ftÄ ä -tí•^7Í?>0 1. see a movie 2. come to my house 3. play tennis 4. eat dinner 5. study in the library 6. talk at a coffee shop 7. drink tea at home 8. listen to the music Pair Work—Ask your friend out for the activities in the pictures. Example: A : B&© žl,|-tí:A^0 Ex. (1) (2) (3) 70 ®ÖB*3SfSa!*£"f" How often do you do the following activities? Answer the questions using the expressions below. Example: Q : ^^U^ťfů\ .i 1. 3UK—y* Líf^o 2. $M& £&££?*»• 3. m^ni-?r$£t*\ 7. #^ríáAs^^á-r^0 #0 l X < • ~át Ľ 3 žf ^ - -íf/v-íf /v J ~i-ü^ ®^£#>#)$lli (Review Exercises) A. Answer the following questions. i. fW-fe^á-f^o 2. ť;t^Lit^ 3. v^ŕHťžJiátaN, 5. ät*íižfC»::ír*á t**« 6. m, fiž^^á-f^^o 7. ^%> *TS Lát*\, s. «, ^r^tith B. Tell your classmates what your plans are today/tomorrow/on the weekend. Example: &B fi-Btt-LLt-ÍŤ £ á to H»H-@#tťtB^£^l L á "to C. Class Activity—Find someone who . . . name 1. gets up at 7 o'clock, _______________ 2. eats breakfast every day. _______________ 3. speaks French. _______________ 4. watches TV at home. _______________ 5. listens to Japanese music. 6. plays tennis. _______________ D. Suggest to a classmate that you do something together over the weekend. Use Dialogue I as a model. Example: A : B $ A/ttf" —XÉ L á*t*\ B : &\\ b : ei Bf a iá % x ^ z......0 a : %i^~fi>\ ĽH, ±&iB!á^-ci-^o St311M 71