(íil4H1 1 * Š O ŇT >/ Kl^y^^yj1— Valentine's Day
14
33" p|
B D
a
o  g  u e
A month before Valentine's Day.
2 £fe 3 :      ý -9 -Ci-^a0    tt L $ A/ fá v n-o í> pš] C -tr — 3* — ^^"Cv^ž^*^^ -fe
3 fclffc b if-9 *C1-*S 4/T'J-:    Éftfcivn^t, Uí^feo
On Valentine's Day.
i / r 'J - :   kit I <     iiv\ zfio
3 / T 'J - :    9 /L0
5 Lt-:<n ?
6 ^ T 'J - :    ■? /U *$v>*»í> L*tírv,\*»í,***:**C,
mum*
©
1 V 3
2 fell
3 1/ 3
4
5 /cit
6 V 3
7 fcll
8 !J 3
9 /"dt
The next day.
L
> L
> L
Mary: What do you think is good for a Valentine's present?
Michiko: Well, Takeshi always wears the same sweater, so why don't you give him a sweater? Mary: That's a good idea.
I
Mary: Takeshi, this is for you. Takeshi: For me? Thank you. May I open it? Mary: Yes.
Takeshi: Wow, it's a nice sweater. I've wanted one like this. Did you knit it, Mary? Mary: Yes. It may be small, so please try it on. Takeshi: It fits perfectly. Thank you.
0
John: Your sweater looks warm. Takeshi: Mary gave me this.
John: It looks good on you. I want a girlfriend, too. You know, Robert got as many as ten
chocolates. Takeshi: How about you, John? John: I only got one. From my landlord. How sad. Takeshi: But, Robert will probably have a tough day on White Day. John: White Day?
Takeshi: Yes, boys have to return the favor on March 14th.
35 so -x./.sfl
=5E pp
Vocabulary
Nouns
&!; JL (my) older brother
* fcfc^^ ^^^/v landlord
* £ L L return (as a token of gratitude) ft < $ /v                  J! ^ (your/his) wife
^ uncle; middle-aged man
6 l£ $ ^ aunt; middle-aged woman
7 7 7* club; student society 7 'J X7X Christmas
C* L i4> U I'jA (your/her) husband
3 7 "7° tumbler; glass
$ ij M plate; dish
i:*^ v$N\ time
* -f- 3 o ]y — Y chocolate X'LL/—)V ^^/—H e-mail
\ C -5 stuffed animal (e.g., teddy bear)
^7 7 4 necktie [i {i (my) mother
* >*V"s9 A ^"T~ St. Valentine's Day fcf 7**>j" # ^ 7 camcorder
^» -) J, ^-fcf married couple; husband and
wife
* -t>7 4 h f— "White Day" (yet another gift-
giving day)
777- winter scai'f
£ comic book
V > i/ 3 > multistory apartment; condominium
mandarin =tafm ring 7 yt radio liU/v ffifJL parents
0 -ft- J1 L i resume
* Words that appear in the dialogue
l\ - a d i e c t A - a d j e ( t (/-verbs
* i-hi
flu-verbs
fa ^ io AO %>
* felfS
* < ft* "CS §
Irregular
Adverbs i
* & & u
* ~< /v
htzLtz%
* %£1 if
i <
Counters
~ $ o
i v e i v e
215
Verbs
n d Other
to want (thing stingy; cheap to send
to look good (on somebody) (person I')
to give up
to give (to others)
(thing % person \Z) to give (me)
(thing £ person l~)
to come into existence; to be made (~^s')
to consult    (person t-) to propose marriage (person 1-)
Expressions
same last year
Mr./Ms. . . . (casual)
. . . like this; this kind of . . .
I makes a noun pluralj
we
exactly well
[generic counter for smaller items]
I counter for bound volumes] I counter for equipment] [counter for smaller animals I [counter for long objects 1
"$£ ;S Grammar
(i L v^ means "(I) want (something)." It is an v->-adjective and conjugates as such. The object of desire is usually followed by the particle ft1. In negative sentences, the particle li is also used.
A-L V t Li
/ want a good kanji dictionary.
FF/zew / was young, I wanted a toy Godzilla.
I don't have much desire for money.
X#  15 OU / want X.
[I L^ is similar to tz^N (I want to do ... ), which we studied in Lesson 11, in that its use
is primarily limited to the first person, the speaker. These words are called "private
predicates," and they refer to the inner sensations which are known only to the person
feeling them. Everyone else needs to rely on observations and guesses when they want to
claim that "person X wants such and such." Japanese grammar, ever demanding that
everything be stated in explicit terms, therefore calls for an extra device for sentences with
1
private predicates as applied to the second or third person.
You can quote the people who say they are feeling these sensations.
Robert says he wants a computer. You can make clear that you are only making a guess.
1 Among the words we have learned so far, (sad), n fl L *<> (glad), and v>;fcv> (painful) are private
predicates. The observations we make about (i L vn below apply to these words as well.
Probably Kyoko does not want a CD of classical music.
Or you can use the special construction which says that you are making an observation of a person feeling a private-predicate sensation. In Lesson 11, we learned the verb tztfi), which replaces
(7 understand that) Tomoko wants to study English.
tiL^ too has a special verb counterpart, llLfri. It conjugates as an w-verb and is usually used in the form (i L^o "C ^ l>, to describe an observation that the speaker currently thinks holds true. Unlike 11 L v\ the particle after the object of desire is £.
(7 understand that) Tom wants a friend.
We have already learned the expression ~C L Jt 1 in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression & I fl t-QL, and its short form counterpart tix & LftO.H\ are much like "C'L i i, and mean that something is a "possibility." You can use A't L tit. when you are not sure what is really the case but are willing to make a guess.
A'i LHt-ttA, is placed after the short forms of predicates, in the affirmative and in the negative, in the present as well as the past tense.
It may rain tomorrow.
tt **• ■fir s * ft*-
Suzuki is perhaps taller than Tanaka.
77?e weather may not be good tomorrow.
Tom may /ztf^e 6<?e?« a bully when he was a kid.
Just like T L & •), *4t> L tit goes directly after a noun or a ^-adjective in the present tense affirmative sentences. In other words, tz is dropped in these sentences.
tit
Tom is a Canadian.
Tom might be a Canadian.
Professor Yamashita is not fond of dogs.
is possible that Professor Yamashita is not fond of dogs.
Present tense, affirmative		
verbs:		
U-adjectives:		
		
ít-adjectives:		
	If A, *	
noun		
	iř<ttU '	
O fcfcra/<tl«/fc&5
Japanese has two verbs for giving. The choice between the pair depends on the direction of the transaction. Imagine a set of concentric spheres of relative psychological distances, with me at the center, you next to me, and all the others on the edge. When a thing moves away from the center, the transaction is described in terms of the verb &lf 5. When a thing moves toward the center, the verb we use is < ti %.
		-►	/ give to you. You give to others. I give to others. Somebody gives to somebody else.
			
	IBt You	Others	Somebody gives me. You give me. Somebody gives you.
<-			
With both fa If & and < ti %>, the giver is the subject of the sentence, and is accompanied by the particle ti or ft*. The recipient is accompanied by the particle
7 a;&77 gfoe £Ae woman flowers.
H/A   y-t    fcs-    tfs em*
7%e woman gave the man a watch.
'JiTL /C feftL *>/;b <5i
My parents may give me a new car.
(giver) (recipient)
(giver) gives to (recipient)
Transactions which are described with the verb < ti%> can also be described in terms of "receiving" or t> h 1. With & b *) , it is the recipient that is the subject of the sentence, with (i or A*, and the giver is accompanied by the particle {- or
I received an old dictionary from my big sister.
(recipient) (giver) [Z/7bN6 fe&"5~
(recipient) receives from (giver)
Compare the above t> h 1 sentence with the < fri § version below, noting the particle switch.
*****Mc#v%iMFfc < tit Itzo
hki     hti. L' Li
My big sister gave me an old dictionary.
2When a transaction takes place between two people other than yourself, as in this example, the verb to use is normally &tf 3. < ft 3 is possible only in limited contexts in which you think you yourself have benefited because somebody very close to you has received something. It should be relatively easy for you to identify yourself with a member of your immediate family or a very good friend, for example.
The President gave my little sister a letter. 3 h h i is like < ft 3 and implies that you identify yourself more closely with the recipient than with the giver. Thus it is wrong to use t h i if you receive from me, for example. (It is one indication that nobody can be detached from their ego.)
Did you receive a letter from me? You can use & h i for third-party transactions if you can assume the perspective of the recipient.
My little sister received a letter from the President.
7c b if") "C"f   after a verb conveys advice or recommendation. The initial tz in tz b if 1 X'i'i' stands for the same ending as in the past tense short form of a verb in the affirmative. In casual speech, tz b £ 1 "ti"*1 may be shortened to 7c b £1 or fz b.
Why don't you study harder?
How about taking some medicine?
tz b fcf 1 "C1~j&* may sometimes have a critical tone, criticizing the person for not having performed the activity already. It is, therefore, safer not to use it unless you have been tapped for consultation.
Also, the pattern is not to be used for extending invitations. If, for example, you want to tell your friend to come visit, you do not want to use tz b £ T "CI    but should use
1 %K%L$*tLi)\ Compare: X  •) %{z%.tz h £ 1 tt^o
Why don't you come to my place?
W%W  number+t / number+ negative
Let us recall what the basic structure for expressing numbers is like in Japanese.
		
noun		+ number
		
There are three cats in our house. We bought three umbrellas.
You can add & to the number word, when you want to say "as many as."
Mj> mother owns three, count them, three cats.
As many as twenty students showed up at the party yesterday.
You can add L t>* to the number word, and turn the predicate into the negative when you want to say "as few as" or "only."
/ /zawe only one Japanese dictionary.
There are only two computers in this company.
	
| 0\£5 IJTu	^^^^^■■■■■■■■■■■llil^l
The use of short forms in casual speech ►The dialogues in this lesson contain many examples of short forms as they are used in informal, casual spoken Japanese. Let us examine some of the lines from the Dialogue section.
P(j"'cr:fcLM\?   This is a question that simply asks for a yes or a no.
35
These types of questions hardly ever have the question particle at the end. The rising intonation alone marks them as questions.
■^""cTr^/cfiz—S7—o f£, the short form counterpart of X"T, is usually dropped after a noun or a ft-adjective, unless it is followed by or
3^S©#BL'fr^t^/"Co A/fc is the explanation modality, the short form counterpart of A,X'~?. Female speakers have the choice between the gender-neutral /v/"i and the more feminine (D in closing an explanation sentence.
jk~P V—ftM/vlHO)1?   Many  question   sentences  in   casual spoken
35
Japanese end in 0, which is the short form counterpart of the explanation modality LX°~f. As are questions ending in h,X"tfr, most (D questions are fishing for detailed explanations as a response.
7m~£<fr~Co The te-form of a verb is used as a request. More politely, you of course would want to say ~T < t£i*
at the end of a sentence, after a short form predicate, indicates exclamation of admiration, frustration, or some such strong emotion. is mostly used when you are talking to yourself.
H^SnWyt^-.ti-5?3$ Lvs&&0     Wow, isn't my Japanese professor
nice!
FPftoo, £Ms    a gre«/ textbook! Gee, am I hungry! Darn, isn't that guy cheap!
"C§&has a number of different meanings depending on the
context.
"can do/be good at/do well"
if X h li * * 9 ? § £ € /v T L fz
I am capable in Japanese. He can't ski.
I didn't do well on the exam.
"be completed/be finished"
L»<*£V>
"appear/come into existence/be made"
Dinner is ready.
Is your homework done yet?
A new store has opened. I have made many friends.
tlfu 1>>PZ>
Practice
A. Items marked with O are what you want, and items marked with X are what you do not want. Make sentences using SLAV @
Examples: L V ^"C1"0
Ex.
o
X
(1) O
(2) x
(3) x
(4) O
(5) x
B. Items marked with O are what you wanted when you were a child, and items marked with X are what you did not want. Make sentences using 1"£UU. Q
Examples:   -fi^^, U^/itfo Ex.     O X
(1)  O (2)   x (3)   x (4)  O (5) x
W 2555
C. Pair Work—Ask if your partner wants/wanted the items above. Example:   A : -?f*^B#, 1**k> tzX*-?i}\
D. Pair Work—Ask your partner which of the two items in the list they want more of and why.
Example: #/^>h°^.-7-
B :      0 ^ y\£-conn Ii*T1"0
Mi
1. ?>*t- h ^-^ri/cD
2. >b $ V^/*.^ > V 3 >
3. r U t"/tf£
b
4. !S/A
5. B^ffi/fc^
E. Pair Work—Ask what your partner wants/does not want for their birthday. Report your finding to the class later.
Examples:   (t/C$/Ui3>b°;2- —? — £(3 1 ¥^ X^^~f0
0
U<t < til
Look at the picture and change the sentences using —ix-^i Ltl^tJrA;. (3
Examples: Ate^£.-Ci"„ (maybe)
bit* ytr
& A i"o (maybe not)
1. ^O^c^Aii^filT-fo (maybe)
2. fceO^^Afi^fc^-Cto (maybe not)
tie;    [ft: -u-zC-tti'
3. fe^WAIif-X^'Lftto (maybe)
Ws.    IhK Lit f
4. fc^eJAJi^a*tev^-el"o (maybe not)
5. 4s *^*C"f0 (maybe not)
6. ^^WAIi^Hf-XU^to (maybe)
7. &£>ff   A A(i, 3\ $jU--^£to
(maybe not)
8. &<?)%cr>MZmifelX^^£to (maybe)
9. ^^IWA^iWAIi-Cto (maybe not)
10. fc^^Ali^Al:^* ") I to (maybe)
11. h A (i ^tf9")T — X£LJi L/co (maybe)
B. Complete the following sentences.
1. hltzWi&li
2. ^flo&fc* iftfi_
4. 4* ') WAIi, ^COT
5. 4^8*)^ _
C. Pair Work—Ask your partner what they think they will be doing in twenty years. When you answer, use Ltl^U/v/~c!:JpU^"3~.
33
1. t?Z CJi/v-C'VNi
t
►sis • io&m
2. M Lt^lt^o 4. -fiS^'v^ -f^0
A. You have just come back from a trip. Look at the picture and tell what you will give to the following people, (jjjjj)
Example:   X\Zfcjg £    If £ to
B. Pair Work—Ask what your partner would give the following people on their birthdays. When you answer, give reasons, too.
Example:   A :        $ k<7)Wi*L 0 izftt h If £ O t •] tfK 1. &^/v 2. fctf^ 3. i^L^/v
Ml
4. fcfc'fc 5. 6. tit/tt^r
mm*
C. Look at the pictures and make sentences using <tl-5/:fcb-5. 0
Example:   W7?7-^ < tit U:„/ft*l:777-^ U^l L/cQ
*•« U J:
grandfather
parents
grandmother
D. Describe who gave what to whom using 35tf§/<tl-S/Jfe63.
Example:   J i 1 Z $ /v fi t\/P $ /v C -b - 9 - £ * If £ I fz 0
hi:
/ 7 'J —
E. Pair Work—One student looks at Picture A below, and the other looks at Picture B on p. 48. Ask and answer questions to find out who gave what to whom in order to complete the picture below.
Example:   A : tzllf L $ AsliJ T 'J       LKfl^k Ltzfi\ B : ft £ * If 3 Ltz/i h^i ltz0
Picture A
Partner
F. Answer the following questions.
l. ^©Mi0i:^l U^U/;^ '
*■ *•< 1st;
3. 7 >) X7Xt:ftliHe < ft J: ltz*>\
4. >^M
5. A
6. ic£*fetf)f££H |:f-T£ &tftz^X*-f/)\
8. —#-9 *ll < ^*'o/:7Vt'> F Ü^tf^o  /c'tLCt b^i Itzfr
mm*
® S II iff ofcb <tf 5 rTfr
US. fr*
A. Give advice to the people below, (jjjjj]
Example:   ^ T 'J — / check newspaper   -*   ífrW ž IL/c b   ' "Cfz'o
Ex. check newspaper
1. consult with the teacher
2. send resume to companies
3. go to a party
4. join a club (7 7 7"i:XŽ)
5. give up
6. propose marriage
7. give her a ring
8. meet her parents
B. Pair Work—Give your partner some suggestions on the following comments using ~tz.^>í±z>~^t-hs.
Example:   A : MtfUk^/C"C1"0 6. J: < tbtt^^/vtf0
8. fó^írv^Xz-cto
9. «t/«***tt"fe-C, fat < tl^/t-C-to
^. Describe the picture using counters,
Example: fish
1. cat
2. flower
3. necktie
4. book
5. radio
6. CD
7. magazine
8. pencil
9. glass 10. plate
B. Describe the following pictures using ~=b or ~Ut>s.[^)
Example:   MB. L $ L
Ex. fe5J> L £ I tz
4 hours
		(2)^£ Hf:	(3)#-3"C^lf	(4)ffcA IU:		(5)ftit {a
y r'j -	©			ll	Si II	© 11 hours
	11				1	@ 5 hours
(14IH
C. Pair Work—Ask your partner the following questions. Respond to the answers using ~L>£% or ~=& when appropriate.
Examples:   £       £ o X V> £ t^o
A B A B
A B A B
tei,i-3 t
-p -c ^ i to
l: I ax /;-i> t
1. bl^t^tf^o
lf-a ScvilfA. *
5. ^f*. fKmiR^tth
6. tv^-f*\
A. Special Days in Japan
(a) Pick one of the special days in Japan listed below and ask a Japanese person about it. Explain what the event is about in class.
	lili	
		
		
(b) What kind of unique events do you have in your own country? Explain one of them in class.
B. Class Activity—Show and Tell
Bring something that you have received from someone and talk about it.
Example:   ZhimffiX'to M£ B {tit ltz0 fo^mKhiftz
WW h feAL'il V      (ill liih^     M-l Z
C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model.
Counters
	3 («)	So (#)	U$ (E)		fcf^ ($)	
	small items	bound volumes	small animals	long objects	equipment	flat objects
1	Wo ;	Wo $0				
2	izz					
3						
4	U:					
5	t— i—					
6		o < so			h < tz v *	h < £v>
7		£&$o				
8						
9	^ * ") -		J * "9 ^5	^9 ii/v		
10	U 1* O C				U * ■? tz\ *«	U 0 "7 i. ^
						
How-many	w < -o	4VvSO				
Examples	candy tomato	book magazine	cat dog-	pencil umbrella tape bottle	computer TV car bicycle	paper CD
	eraser	dictionary	snake			T-shirt
* Notes:
1. The pronunciation of numbers 1, 6, 8, and 10 changes before the counters      5*3, tA3s and ti/v, except for h < 5 "3,
2. The initial sound of the counters V~ J, and tiA/, changes to If J and (2% after numbers 1, 6, 8, and 10, and to 1/5- and VS.L after number 3 and ft A,, respectively.