54] KSBv&Sfl
fm%m|l     e     s     s o
ZT— NZ)ft^ Making a Date
N
Mary and Takeshi are talking.
i felt I :       /T'J-^/U ia*(ifc^-t^'IsrS; Lit*\
! /r'j-:   ^itth. fc^-o^t,x*Mmi3.-t. "Ct,
4 felt I :
6 It L :
7 >r'J-
On Sunday morning, at Mary's host family's.
Jli        ill Z I- 5*1 S
3 ^TV-
4       5 A,
6 9
0
Takeshi: Mary, what do you usually do on the weekend?
Mary: Let's see. I usually study at home. But I sometimes see movies.
Takeshi: I see . . . then, would you like to see a movie on Saturday?
Mary: Saturday is not a good day. (lit., Saturday is a little bit [inconvenient]
Takeshi: Then, how about Sunday?
Mary: That's fine.
. . . )
®
Mary: Good morning.
Host mother: Good morning. You are early, aren't you?
Mary: 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?
Mary: I will not eat.
Host mother: I see. Well, have a nice day. Mary: Good-bye.
► 2S iÜÜ • Äií ffl
fc/u
a b
Nouns
Entertainment and Sports
y-o L
f- h r-X r w h' t*f *
Foods and Drinks
Places
* 7 LL
Time
* ~ C* 7)
* L rp 1 £ "3
a of a
=5E pp
movie music magazine sports
date (romantic, not calendar)
tennis
TV
video tape; VCR
breakfast sake; alcohol green tea coffee dinner hamburger lunch water
home; house
home; house; my place
language lab
school
morning
tomorrow
when
today
at about
tonight
weekend
Saturday
Sunday
©
Words that appear in the dialogue
Ř Wf/v
U - v e r b s
* \, * <
* t'X. i
J <
cot;
Ä u - v e r b s
* tz-<i
*
Irregular V
< ž
* ^<A,$ ntí
Adjectives
Adverbs
h i 1 + negative •tí"* A/-tf/C + negatíve
* V •> "C V
* %> í -p H
* Zbtl'ž ÉŠNf 1 <
If i Mi
Sľ<
tí-r E a
e r b s
Wš.~$i
Express
* -c í.
o n s
every day every night
to go (destination i-/^-) to go back; to return
(destination to listen; to hear to drink     (— £) to speak; to talk
(language £/"C) to read     (~ £)
to get up
to eat     (~ i )
to sleep; to go to sleep
to see; to look at; to watch
to come (destination K/"^) to do
to study     (~ £)
good early
not much not at all usually a little sometimes often; much
That's right.; Let me see. but
How about . . . ?; How is
X 7k Grammar
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.1 There are two kinds of verbs that follow regular conjugation patterns, and an example of each is below.
	ru-verb	u-verb
verb bases	tabe	ik
dictionary forms	g^CS (to eat)	'fi< (to go) 1.1
present, affirmative		
present, negative		l\
stems		
		u
-fe^S belongs to the group of verbs called the "rw-verbs." Ru-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 ra-verbs in this lesson:
t-<£-f
n
feS if
■JL* JLit
Another major group of verbs is called the "?*-verbs." The dictionary form of an w-verb like tr < can be broken down into the base (ik in the above example) and the suffix u. The long forms like 4f $ Ji" and ft J i*£A,, then, are formed with the base plus suffixes imasu and imasen. You may find the ?<-verb conjugations slightly more difficult than the rw-verb conjugations, because of the extra vowel i. We learn six w-verbs in this lesson:
X IM.'
<       ft <
$£t ft$£?
n o £ -f
1The 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.
afcs-iN
In later lessons, we will have many opportunities to refer to the parts like and fx J, which come before i 1" and i it A, in the long forms. For the sake of ease of reference, we will call these parts (same as bases with ru-verbs, and bases plus i with ?<-verbs) "stems."
In addition to ra-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.
	irregular verbs	
dictionary forms	^"■S (to do)	< •§ (to come)
present, affirmative		
present, negative	1/3:1* A/	
stems	U	
These two verbs are also used to form compound verbs. In this lesson, we learn the verb $45$"f 5, which conjugates just like the verb "f 3.
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 ft < — ft S £ i~. This is especially important with verbs that end with the hiragana Z, because they may be irregular verbs like 1" 5 and < ?, or rw-verbs, or «-verbs whose bases just happen to end with the consonant r. If you know the verb classes and the rules that apply to them, you know why it is wrong to say X JL •) ± -f and x 'Jf £ -f.'
verb bases long forms stems
%%> (= a ru-verb) mi
!(§•§ (= an u-verb that ends with •§) kaer
mo
1fX
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 i, you can be absolutely sure that they are u-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-\exbs that have the vowels * and e before the final 5. SE 5 has the vowel e before Z and is a n/-verb. % i, on the other hand, has the same sound sequence, but is an M-verb.
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:
/ often watch TV.
/T 'J — S £*^f^*(ä/v£'&:'<ä:'ti:/vo Mary sometimes doesn't eat breakfast.
*s ft
Future actions:
Particles
/ will go to Kyoto tomorrow.
Sue will not return home today.
Nouns used in sentences generally must be followed by particles, which indicate the relations that the nouns bear to the verbs.' In this lesson, we learn four particles: "C, \Z, "S and i.
"Z?  The particle X" indicates where the event described by the verb takes place.
I U i-L      ISA X
"5 fe-Crkh'SAäl-o
/ will read books in the library. I will watch TV at home.
|v_ The particle t- has many meanings, but here we will learn two: (1) the goal toward which things move, and (2) the time at which an event takes place.
?g3fSM
(2) time
r-hX 1 V     Iii t:
/ h;z7/ to Kyoto on Sunday. I will go to bed at eleven.
(Some time words stand alone, without the particle iz tagging along, which will be discussed in Section 4 below.)
Approximate time references can be made by substituting C% or Z'Z> iz for iz. Thus,
-]—Bf Z°Z> £ ~f~0 I will go to bed at about eleven.
*\ The particle 'N too, indicates the goal of movement. The sentences in (1) above therefore can be rewritten using ^ instead of IS. Note that this particle is pronounced "e."
I will not go to school today. I will return home.
Note that may replace the particle iz only in the goal-of-movement sense. The particle iz for time references and other uses, which we will learn about in later lessons, cannot be so replaced.
The particle & indicates "direct objects," the kind of things that are directly involved in, or affected by, the event. Note that this particle is pronounced "o."
T-7$Lt$$£-to
/ drink coffee. I listen to tapes. I watch TV.
(1) goal of movement
fcftl       > jt i ii<-> i i- i«
frlin feu*1) £to
/ will not go to school today. I will return home.
3In spoken language, particles are often "dropped." We will learn more about such cases in Lesson 15. "In later lessons, we will be introduced to verbs that require particles other than X' to express location.
Time Reference
You need the particle iz with (1) the days of the week like "on Sunday," and (2) numerical time expressions, like "at 10:42," and "in September."
Bf B      5 £ -fo
/ will go on Sunday. I get up at 10:42.
(ü)
► ASS-ASS«
I ivill go back in September.
You do not use the particle I- 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."
/ totfl come tomorrow.
I watch TV every evening.
When will you go?
You normally do not use t- with (1) the parts of a day, like "in the morning" and "at night," and (2) the word for "weekend." Unlike words like $>Ltz and 4tVi above, how-ever, these words are sometimes followed by 1-, depending on styles, emphases, and personal preferences.
/ read the newspaper in the morning. What will you do on weekends?
hi I a,.va, J:
You can use i-tr/v*' (= the present tense negative verb, plus the question particle) to extend an invitation. It should be noted that its affirmative counterpart, £ ~fi\ cannot be so used. Thus a sentence like Jt^*li/v2:'&:^ i i"** can only be construed as a question,
t*fi ft
not as an invitation.
U-i ft
"3 ~/k tloü,
Wifea/ ao }>0Z< say to having lunch with me? Sounds great.
Will you play tennis with me?
Um, 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 A', fa, or j;. 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
mi
E  liH U IIA, C -</t,Jj:i
time      place        object verb / will study Japanese in the library today.
I: ha, r object
&ti    X < -t^zlh
hhl It, V
topic frequency time
Vi.
goal verb
/ often go back home at around seven.
Frequency Adverbs
You can add a frequency adverb such as B (everyday), X < (often), and t J S (sometimes) to a sentence to describe how often you do something.
/ sometimes go to a coffee slwp.
In this lesson, we also learn two adverbs which describe how infrequent an activity or an event is; -tf /L-tfX (never; not at all) and & £ •) (not often; not very much). These adverbs anticipate the negative at the end of the sentence. If you use -ff/v-fcrX or h £ 0 , in other words, you need to conclude the sentence with £ -fr/v.
hfzl A
£ it i   Ii im.
/ oo wo/ w«fc/i TF «//. Takeshi does not study much.
The Topic Particle [$
As we saw in Lesson 1, the particle li 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 T ') — 5 /vli3.^-± X"f (Mary is a third-year student), and fA^lf-PlliH^flfl" (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 li.
i'pii ~> til-Mary, what do you usually do on the weekend?
/'w going to Kyoto today.
In the above two examples, li 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."
How about dinner?
h
I will not eat.
In this example, Si 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, L, does not stand in subject relation to the verb, but is rather its direct object.
mms—s
\-fhi
Expression Notes!
fj</3R'5^ When you move to a place where the hearer is, you say "I'm i\ <
coming." in English. However in the same situation, $Ui.tr§ S ~? is used in Japanese. S?5 is a movement toward the place where the speaker is. f/< is a movement in a direction away from the speaker.
Sioi> tict literally means "a little," "a bit," "a small amount," as in % ± o < fi3v» (Please give me a little) and % A otftot < (Please wait for a moment). It is commonly used for a polite refusal. In this case, it means "inconvenient," "impossible," and so on. Japanese people don't normally reject requests, suggestions, or invitations with tH»i (No), because it sounds too direct.
t J:-5 IS      iv- A< A
Will you see a movie on Saturday? Saturday is not convenient, (lit, Saturday is a little bit.)
mm*
Ü Practice
A. Change the following verbs into and ~St*/u. (jjjjj)
Example: tz^-Z>
1. cot:       2. | <       3. <AS       4. -fS       5. tifr-f 6, W<        7. < S      8. 9. taS      10. It;
11. fc^ 5   12. nfS
B. Look at the pictures below and make sentences using the cues. @ (a) Add the appropriate verbs to the following direct objects.
Example:
Ex. mm
i L J:
(1) T-f
(2) r-x
(3) —
coffee shop/3:00
home/tonight
college/every day
(b) Add the place to the above sentences. Example:   library   -> Bl*#'^tlft£*fc&;-4"fr.
c Li**.     >-> L 1
Look at the pictures below and make sentences using the cues. @
Example:   go to the post office 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
IRS
8:30
(5) return to the U. S.
5:30
tomorrow
Pair Work—Make questions, using verbs we have learned in this lesson.
Example:   A \ H#lt"C*tii £ Hc^ J "f *\
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 ! £ £
b : ft$ t^tXo
a : *S**Mt
b *. V} J £ ~f~o (A guessed what B marked, therefore A won.)
	post office	school	coffee shop	library
	TV	movie	video	cartoon(i Asi1)
	sake	green tea	water	coffee
i	book	newspaper	magazine	Japanese book
	date	study	telephone	tennis
Look at Mary's schedule and answer the following questions. @
A.
Mary's Schedule
7:30 a.m.	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
1. yr'J-^/ttaWelicfe^al-,!^ 4. J T ') -S/lia-FPÍícn-h-S
tŽvt li «
6. 'J - í/UáíW-^fŠi Lít*'
7. y7')-UliW!:fit^
at*-
B. Pair Work—Ask your partner what time they do the following things.
Example:   A : fauf [cfe J | i"**o
'j.'/„ U Ji
B : sv*t::ft3 t-f0
lift C fc
Your partner's schedule
time
) get up
) eat breakfast
) go to school
) eat lunch
) go home
) go to bed
to
A. Make suggestions using the cues below, (jl
3 —t
Example:   drink coffee
1. see a movie
4. eat dinner
7. drink tea at home
2. come to my house        3. play tennis
5. study in the library       6. talk at a coffee shop
8. listen to the music
B. Pair Work—Ask your friend out for the activities in the pictures.
Example:   A : B&iS £ JL i -třA/A*
Ex.
(1) (2)
(3)
(4)
(5)
(6)
			
{oa			
			
			
C. Look at the pictures in I-B(p. 65) and I-C (p. 66), and add the time expressions to the sentences. 0
Example: 2:00
I: M       tli i-i,     li/„ J:
5
#B	
	
1 <	
	
	
	
	
How often do you do the following activities? Answer the questions using the expressions below.
Example:   Q '. ^%Vt&£ "f
1. Li 1"**.
2. ISSi^n*'.
4. £-fij\
5. 3-h-***Jt*'.
6. B*«9-fri|6£HS J-*-**„
7. «^Ht/,£1t"<JS t*'o
®^<t^)(DMW (Review Exercises)
A. Answer the following questions.
1. Wl^Jiti'.
2. zrz-cftmii-ti*,
3. l^fVt'Uit*'.
5. t-*f S £ ?A\
6. «J, -frSrl^i t**o
7. «S Lit4>.
8. M^r^&i ti\
tW*A      Si U *a
B. Tell your classmates what your plans are today/tomorrow/on the weekend. Example:   ^B fi^KLL^ff § 4 1*. S*fc@#»^B Lif,
feci*o it.
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 B A B
B Lit**.
amBn%xon......o
c*b J: -j y