pJ3iS|L E S S 0 N...........................13^ T^UA-YSÍ^U Lookin9 for a Part-time Job é IS D i a o g u e o John calls the restaurant Little Asia. 2 V 3 > 3 4 3 > 5 té -k XL *,ti 6 :J 3 > * (ifc Si 3 a* c 5 i i i< l > til At the restaurant. lil; ti v*, i£L < Mulite i té & ■* * •» 7 -y 3 y 3 /£ Jt A i/ 3 > s /£ |k 6 V 3 ✓ 7 té Professor Yamashita comes to Little Asia. "ři L /iX,-iři.^ V 3 > Manager: Yes, this is Little Asia. John: My name is John Wang. I saw your classified ad. Manager: I see. Well, shall we meet and have a talk? Can you come to the store today? John: I cannot come today, but if it's tomorrow, 1 think I can come. Manager: I see. No good today . . . All right. How about one o'clock tomorrow? John: One o'clock. OK, I've got it. Manager: Mr. Wang, why are you interested in this job? John: It seems interesting. I can meet various people; I can also use Japanese . . . Manager: Have you worked at a restaurant before? John: Yes. As a waiter, I have. Manager: Can you start tomorrow? John: Yes, I promise to do my best. Manager: Yes, I know you'll do your best. John: Welcome. Oh, Professor Yamashita. Prof. Yamashita: John, do you work here? John: Yes. I work three days a week. Prof. Yamashita: I see. Which one is good? John: This curry is the most popular one. Prof. Yamashita: It looks good. Well, I will try this one. N V o cab u 1 a r y o u n s waiter & u v % $ ^ grandfather; old man (someone's) house/home adult foreign language musical instrument £^ karate curry kimono; Japanese traditional dress cake z n z < advertisement - T % *> tea (black tea) Z Z 11 language a'il 7 golf ■fe —7 - sweater ■F l elephant * 'J > violin motorbike (consumer) prices grammar lawyer tar l * i recruitment « shop; store * < z yakuza; gangster ^< * < promise; appointment (term) paper hit < I I (formal) - a d j e < t i v e s glad & L v * sad *^ hot and spicy; salty £ V L v ^ 4x L ^ strict • Words that appear in the dialogue close; near ^-adjectives {/-verbs *»* & < Irregular Verb Adverbs and ^ h o I ^ ^3 "f Other -SI Numbers (used to count days) various; different kinds of happy (lasting happiness) no good to knit to lend; to rent (thing & person (-) to do one's best; to try hard to cry to brush (teeth); to polish to keep a promise to be moved/touched (by . . . Expressions (someone honorable) is pres ent/home . . . times . . . kilometers; . . . kilograms as a matter of fact, . . . all my name is . . . Thank you (in advance). — a one day two days 30 three days e90 four days IB five days if v^j6» six days ■fcH seven days X n A0 eight days flB nine days + 0 ten days S: /£ Grammar &hj (5-3 M Potential Verbs We use the potential verb to say that someone "can," or "has the ability to," do something, or that something is "possible." We make potential verbs using the rules listed below: /■u-verbs: Drop the final -ru and add -rareru. ^■§> (mi-ru) at -» (mi-rareru) u-verbs: Drop the final -u and add -era. 1T< (ik-u) -> frttS Vk-eru) -» * mt lift ■» cm — # u -> u -> 33* -» 4 St -> irregular verbs: <3 -> 3 6tlg> You may note that the potential forms of ra-verbs are considerably longer than those of the ^-verbs, which happen to end in the hiragana &. (Compare Ib^iS and Z> in the above list.) There actually are shorter, alternative potential forms of m-verbs and the irregular verb < 3 , which are made by adding the suffix -reru, instead of -rareru. These ra-less forms are gaining popularity, but are considered slightly substandard. potential forms alternative potential forms ra-verbs: ffiS •> titibft^ ttiftS P T 1! -> H6ft3 ^ng> irregular verb: <-g> -» 36tlg> Potential verbs themselves conjugate as regular -verbs. / c«7« speak Japanese. (The truth is) I cannot swim. Wig cozz/af wo/ gtf to //ze beach, because it rained. The table below summarizes the conjugation pattern of potential verbs. present past te-form short forms affirmative negative E6ft£> Hbn&U long forms affirmative negative Those verbs that take the particle £ can take either £ or Af when they have been made into the potential. "C^ %>, the potential counterpart of the verb i" 5, is somewhat special, and takes almost all the time. (The use of £ with "C ^ -5 is considered highly substandard.) All particles other than £ remain the same when the verb is turned into the potential. verbs with ^E: or */u i; — J; ttW^EIt'S ■> f±^^"C'$-S ('f±V^'c:'$-S is considered substandard.) verbs with particles other than ^E: *S—CDS ■> LillZatl-S (No particle change involved.) ¥>*-cos To give the reason for something, we can use the conjunction t)% h. (reason) frb^ (situation^ Why aren't you coming to the parly? / have to study today, because there will be an exam tomorrow. When you want to mention not just one, but two (or more) reasons, you can use L in place of *»<5. L usually follows a predicate in the short form. (reason,) L/x (reason2) (situation^ / rea//y my Japanese class, because Japanese language is interesting, and our teacher is good. Yesterday was a great day—a letter came from my family, and I talked with my boyfriend on the phone. Q : m\-% 0 fz^X'-ffro Do you want to go back home? Afo. Lz/e wz Japan is good, and I have good friends here. So I don't want to go back. You can use just one I clause, implying that it is not the only reason for the situation. Life in this city is an easygoing one. Things are inexpensive, for one thing. Sometimes the L clauses follow the description of the situation explained. Professor Yamashita is a great teacher. He is good at teaching, and he is kind. Note that L follows the short forms. In present tense sentences, this means that tz appears with ^-adjectives and nouns, but not with v -"-adjectives. 1In the very polite speech style, L can also follow the long forms, just like another reading connective fi'h, which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9). / will study Japanese next year, too. I like Japan, and what is more, the Japanese language is interesting. 1311« l\-adjectives: Jj^UöUU ^-adjectives: £f£fc'0 t — noun + Z;'^-: ¥£tzL> 43 -^5 "CT (It looks like . . .) We add £ 7 "C"f to v and 5.*-adjective bases to say that something "seemingly" has those 2 properties. When we say i "c1~, we are guessing what something is like on the basis of our impressions. To form ~£ i X*~f sentences with v ^-adjectives, you drop the final t with 4'-adjectives, you just drop &*. The only exception is with the ^-adjective vn\ which will be changed to X 5 before % i. Z.CO*) A/ >T l£ Jo iN L £ 1 tfo 77ms foo/cs delicious. h L 7c tiXft^ ■ij^1?" ") "CTo /ooA:s /i/c was /me. IVadjectives: -> exception: -» ^-adjectives: -» ah s You can use £ 7 "Ci" with negative adjectives too. The negative ending &v> is changed to & $ before % i. T!fets does «o/ /00A; difficult. does not look like Tomoko is good at tennis. You can use the adjective + £ 1 combination to qualify a noun. £ 7 is a &-adjective, thus we say £ t & before a noun. 2You can also use £ -9 "C"t" with a verb stem to describe an imminent event. nfi i'Ff- 0 •?■ 1 X"f a /ooA'S fife ä MttÄ ram. The negative of the verb stem + % n X~~f construction is somewhat irregular, ffii 1 Z 1 h $>") UtA/e It does not look like it will rain. ►sis • x&m SAe wears a warm-looking sweater. In many % i "Ci~ sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that £ 1 is inalienably linked to the visual medium. We use i "9 "C"t" when we lack conclusive evidence. (For example, we say an apple is £ ^ I £ i before we have had the chance to taste it. Once we have tasted it, we say j3'V\Lv\) With an adjective for which visual evidence is crucial, such as ^ tLv^4', we do not use £ 1 and say that something is ^ fi\ ^ % ~) X"f, if it looks pretty; we already have enough evidence to conclude that it is pretty. You can use the fe-form of a verb plus the helping verb !> to express the idea of "doing something tentatively," or "trying something." You are not sure what the outcome of your action will be, but do it and see what effect it might have. / rfzrf wo/ know the kanji, so I tried asking a Japanese friend of mine. My friends say that the cake at the shop is good. I will have a piece one of these days (and see if it really lives up to its reputation). comes from the verb JL%>, and conjugates as a regular ra-verb. A statement of the form "noun A *£ h predicate X" says that the predicate X applies only to A and is not more generally valid. The main ideas of a & b sentence, in other words, are "limitation" and "contrast." Situation 1 Q : V'y v/W:ff o fz Z 0 £ -f*\ Have you ever been to Brazil? a : ^y^o/:; o 3-fa*. ^^Hilf^f:; o £-£X,03 /'ae been to Mexico, but never been to Brazil. 3You can optionally keep the particle \z before 4 h in this example. Particles such as it, X', and i'b may, but do not have to, intervene between the noun and & b, while li, and £ never go with 4' h. Situation 2 Do understand Japanese? A : It. If it is in hiragana, yes. & h introduces a sentence that says something "positive" about the item that is contrasted. In the first situation above, & h puts Mexico in a positive light, and in contrast with Brazil, which the question was originally about. In the second situation, a smaller part, namely hiragana, is brought up and contrasted with a larger area, namely, the language as a whole. You can describe the frequency of events over a period of time by using the following framework. (period) \Z (frequency) (frequency) per (period) / shampoo three times a week. ^Lll—frft — &%&j$LlZ%M; £ tHI I "to / call my family once a month. htzl ~ If-3 i- £■< XL b ^li—tf- i-^-TBjffiUT £ L j; "to My father goes on a trip twice a year. mm j—s Express Notes =£37—3E3^< ► The playing of musical instruments requires different verbs. For stringed and keyboard instruments: ¥9 — < to play the guitar g \£7 / &'|ffi < /o /;/«:>> the piano For wind instruments: +f" y ^ X £H£< //íg saxophone For percussion instruments: F 7 A fytztzi to play the drum Referring to musical instruments in general, ^5 and T§ £ (for potential) are usually used. ^"CS £~ffra Can you play any instruments? M^ '9 £"f#\. yow p/aj> fl«v instruments? ±W_h#C^ Both ^-adjectives and ^-adjectives can modify verbs as adverbs. With l»-adjectives, the final ^ is dropped and < is added. With ^-adjectives, \z is added. T/«e Japanese class is fun. I enjoy studying Japanese every day. 'U-J 0 Uli ľ ui-5 r 9*5 d / aw good at cooking. I can cook well. IT tihj \->*Pz> Practice L)H*B#Btt*T A. Change the verbs into the potential forms. © Example: tc<% -» 7c *"< k 5 1. (i&T 2. 1"£ 3. vn< 4. 5. < I 6. ^£ 7.^3 8. ta£ 9. Of 10. £o 11. (• 12. fefr 13. Iif;b{ B. Describe the things that Mary can do. @ Example: ^ T V - $ /U2—^fnj^tf i -f0 in Japanese in Japanese early in the morning hot bath C. Pair Work—Ask if your partner can do the above. Example: A I — +U$Mf £ 1**»0 l v h HI N i !->' j: D. Pair Work—You meet a person on a blind date. To get to know them, ask if they can do the following things and take notes. Add your own questions. After asking the questions, decide if you want to have a date again with them. Questions Your partner's information speak foreign languages? Yes/No (what language?) drive a car? Yes/No (good?) cook? Yes/No (what dish?) play tennis? Yes/No (good?) E. Answer the questions using the potential verb in the negative. © Example: Q : £ Kt Lfzfi\ (too expensive) 1. A y Yl )bfrtfi ltzt>\ *-£ Lfzfi\ (too spicy) (tOO difficult) q (too hot) 5. **A L' -tf/u -i: till i A Hi (too busy) (too many) (too cold) F. Group Activity—"What Is It?" Game The class will be divided into two or more groups. The instructor will show the name of a place to the representative of each group. The rest of the group members ask their group representative whether one can do certain things there and guess what place it is. The representative can answer the questions only with or The first group that gets the correct answer gets a point. Change representatives. Answers: * i -etc Example: Sample Questions: A. Answer the questions using ~U~L-. Examine the ideas in the cues and decide whether you want to answer in the affirmative or in the negative. @ Example: Q : 0 fz v\f"t*\ A : (*flB***VN-C-t0 A**;fc < $A,v^-f0) 1. ^Jtti'ltLv>-Ct*% h:i ft» ft t*s ; £ II 6. a^mmmt'iKfr1 7. — A*C1Mt**-C$ I t**o I: r lii- Htte 8. fflJU^fK'ti'o B. Answer the following questions and add reasons for your answer. Example: Q : B I ^"C1"*\> IS U/„ *U|6"9 7*;« 1. £*>r5«jtLw-ci-^o 2. 4\ #*-Ct*'o 3. ^JBta^^tJ^Oit*', ii*o j is li/v r L**yt4 z i: isa f i: isa C L'wSii ft»»^a A. Describe the following pictures using ~JE--5.@ Example: - ^ "f Ui & ^ I £ ^ -f -f fo0 Ex. 1"L (1) tr—* (2) * U- delicious (4) ft£ *A*v< sweet (5) f+ spicy (6) ^ < ¥ (3) ft old (7) I! OA strict new scary lonely (8) glad (12) #s£± (9) (10) £ff&^ (11) -kcDA tsMc it c energetic (13) ^£ smart mean (14) -fe —7- kind (15) -fm warm B. Look at the pictures in A and make sentences as in the example, l^)) Example: 1~ I -> ^ I £ 7 ft -f L "Ci" *a0 C. Pair Work—Talk about the picture taken at a party using Examples: £v> L £ 1 &-5r—+"Ci"Jfa0 D. Pair Work—Comment on your partner's belongings using —^dte. Example: A:^U^^1 tt^X'tfco J: b : & co x\ n i 4* < % * ^it & ^^ -c-to >jf5 *• L 1 J: A. Respond to the following sentences using ~Zfe&. @ Example: Q : 3 ^ ti t "C ^ X~t X 0 A : Lf tAi to 3. Z(D^li^mi i Itzo £ i J jti 6. :«CD tti*»ofc-Ci*i:o b. Talk about what you want to try in the following places. Example: Q M > K "Ctt** L t & o X"T*>0 1. T7'j* 2. JMC 3. 94 i.y'^i/ll 5. f <7 r 6. ? 35 51» CD A. Answer the questions as in the example, [jjjjl Example: Q I X T" V — $ ^, 3-b-tft*J Lfc*', A : (O tea x coffee) 1. J T 'J - ^ /Ui/NM 7 t-^^tl "t^o (O bicycle x motorbike) (O Australia X New Zealand) 3. J T ]) - $ AsliollV £ I (O tennis X golf) 4. It /v $ ^ \i S ^OUSfrKJ*1**** 0 I "t*\ (O history x economics) 5. ^ $ ^ {i$Ncs&*v, ^f*Jo (O friend x girlfriend) 6. *t^$^tijhfl[H tClU**tt^3h.i't*»o (OSunday x Saturday) whenever possible. Example: Q : X #-7 £ J: <)L i t^o 2. r;wM hSLfeui:*'*')! tt\ 3. H^(S03f4lI^*tl1'*% 5. »'tHth A. Look at the following pictures and make sentences as in the example. © Example: -HC-®tt>l:% i: iH< ft ftj USA ft C. Class Activity—Ask two people how often they do the following things. Add your own questions. Example: go to a barber/beauty parlor - A : B S/KiJ: < JfcM/H^J-*?S Questions ( ) $/, ( ) $A go to a supermarket cook do exercise go to concerts A. Answer the following questions. 3. £ZtzftiX&t^^i-t>\ ?l lXX"t-d\ Z e% £J frt: B. Pair Work—Talk about part-time jobs. 2. ^oL^ Lfc*\ 3. ^iTfl'AM hfL/c^o 4. -»1i:HBfI^ 5 5. —BffalU^ < btb^l 6. )£kt£Tl\/><<\ VfrlX&tz^Xt^o *) lXX*i-t\ C. Role Play—One of you is the manager of one of the following organizations, and the other is the student who is looking for a job. (a) Call the organizations and make an appointment for a job interview, as in Dialogue I . (b) Then, discuss experiences and qualifications, etc., as in Dialogue II. Z <>i l: ixa r if ^ £ 7 A 7 D. Pair Work—You have made a phone call to a friend, but your friend was not at home. Continue the conversation in the following situations using the additional expressions below. 1. Ask when your friend is coming home and say that you will call again around that time. 2. Leave the message that there is a vocabulary quiz tomorrow in the Japanese class. 3. Leave the message that you can't make it to a party tomorrow. Start the conversation like this: B : tiv\ a,ffl-ct„ B : 4\ Hj^lt-C^i-f^o Additional Expressions: i fc*tf£ L i "to (I will call again.) X £ X h tt£^&o tz -C < /c $ V \, (Please tell her that Smith called.) "ca -b -3 A: (Please tell her I can't come to the meeting.) *A<7)tf£#^-ti 471-3980 -Cfc (My number is 471-3980.) hfti ta *> urAri i a4&Kfc£) £?>l < &^*l£-fo/&*ll£~?0 (Closing remark) At the Bank Useful Vocabulary traveler's check account interest commission bank card passbook savings 100-yen coin amount personal identification number Useful Expressions 2 y-» t it^j/t. 2 -i s .;• 2 I would like to open an account. I wTould like to close an account. Please change dollars into yen. I would like to cash this check. I would like to deposit money into the account. I would like to send the money to America. Can you change a 10,000-yen bill into ten 1,000-yen bills? I will withdraw money.