170 ► SfS-X&SI
fi9
fr
L E
Kabuki
N
i£   D  i a
o  g  u e
Mary and Takeshi are talking.
2 / r -J -
3
4 /':ltL !
5 / 7"J -
6 7c It I :
©
ij During intermission at a Kabuki theater. I / r •] - :    Mi^-c'l fete,
a y r 'j - : ^t'N'o
0
ffl^ At a concession stand.
i Mit \ SJjMä |s« < ti
LtZ:
Takeshi: Mary, do you like Kabiiki?
Mary: Kabuki? I don't know it well. But Robert said it was interesting. Takeshi; 1 got two tickets for Kabuki. so would you like to go to see it? Mary: Sure. When is it? Takeshi: On Thursday. From 12;W to 16:00.
Mary: It was beautiful.
Takeshi: The people who appear are all men.
Man: Really?
Takeshi: Ves. By the way, did you already eat lunch? Mary: \o, 1 haven't eaten ii yet. Takeshi: Then, shall ive no to bin it?
Takeshi; Excuse me. Two box lunches, please.
Vendor: Here they are.
Takeshi: And then, one tea and one coffee.
Vendor: Thai is 2.HIHI yen. Thank you very much.
fcjv
a
u
pp I
L5
Nouns
< T ')
/u r e/
Ef i 1 I
NHS
Ira
t3L
L\ - adjectives
ft & H v < i^>
L S-v* $ - a d j e ( t 1/ - v e r b s
v e
H S 1
good child color
boxed lunch
spa; hot spring
Kabuki: traditional .Japanese
theatrical art
guitar
medicine
to take medicine
conceit
near future
essay: composition
exam
Shinknnsen; "Bullet Train" ski
last month word; vnnibulun piano
illness; sickness
blue
red
black
lonely
white
you Qg
mean-spirited to dance
(something) ends (--A*)
- Words that appear in the dialogue
s91m
::/v ^'«9 v     to be popular
fi LT s 5 'v->' i ;i (something) begins (^-A*)
^ < 7^ < to play (a string instrument or
piano)
t h 1 t<-' gt'i (from somebody)
[person \Z thins £)
R u - v e r b s
JatJI; 5 5 to memorize
* itJ I (1) lo appear: to attend (>-;-)
(2) td exit     (~ |)
Irregular Verbs
n L tl' T i" h '3-_%~$ 5 to do physical exercises
? A [£-f | tMP^I t0 take a walk
Adverbs and    Other Expressions
* — ?b- ^ from . , .
* -tf y b> all means
* £ 2 & ^ by the way
* A/vt' all | "9 already
Numbers    jseo to count small ilemsJ
* V K"3 — 3> one
l two
& *j o _=0 three
J; -o *3 TSO four
jiO five
t; o o ^ o six
% ^ seven
\3 o -3 AO eight
ZZflo ^LO nine
C + ten
£ /£ Grammar
Past Tense Short Forms
We will now continue rhe discussiun on short forms, which we started in the last lesson. Here we will learn Ihr past tense paradigm of short forms.
Past tense, affirmative verbs:
U-adjectives: ^-adjectives: noun + "CT:
Past tense, negative verbs:
U-adjeotives: ^-adjectives: noun + "c?lT:
aizhjŤZ
9<W ~--
compare with:
Jí < - -
Below is a brief discussion on the formation of past tense short forms.
Verbs in the affirmative (a above}
->   replace T.f~C in re-forms with tz/tz IVadjectives in the affirmative, and all categories in the negative (b above)
->   replace the final U with & adjectives and noun + "cj'it in the affirmative (c above)
replace tz in the present tense short forms with tz-itz
The two irregularities that we noted earlier are observed here once again. They are:
ÍT -? 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 if-oX in Lesson ti. See J:      ř; t"t   i < h   i -fr/.. and i U'l i+ri C L tz in Lesson 5.
Brn-*
• In representee], or quo let I. speech Sue said that she trove (had worn) glasses in high sclwol. / think Tom did if.
In casual conversations
sit r a a., Ifc^fe'f      - í.4s
nave dinner yet? L'fi-huh, I did.
Note thai in Japanese the tense of the original utterance is preserved when it is reported. If 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    , B
(»4   ti at;
I 'C ^ á "t, using the present tense, your report will be: Sfoře sff/f/ í/íffž i7/ť       .studying Japanese.
Qualifying Nouns with Verbs and Adjectives
The short forms of verbs can he used to qualify nouns, much like adjectives can. In the example below, the phrase hi Z "Z^ % i^/v"t'V > & (reading a book over there) is used as a qualifier for the noun f i.
77íť student trho is reading a book over tliere\ is Michiko.
The following table shows \arious 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 iike this, which hns a sentence-like structure of its own, is technically known üs a "relative clause."'
1.
2.
3.
4.
ips 55
adjectives and verbs used as qualifiers
A
Pi
A A A
*
noun
« person who is interesting
a person who has long hair
a person who wears glasses a person who likes cats
Here arc more examples of verbs used in descriptions of people.
017) o t$J Cftg person taking pictures over there?
People who do physical exercises every day (are healthy.)
-=F- UC r
(j? //Ac) people who do not smoke.
f.4 /<?//<??' cc/n;e c friend who got married last year.
Consider first the following pair of sentences in English.
Zelda has lost her ke>. 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 *C '•     construction share the work on the negative end. Thus in the
8
affirmative, the past tense is used both with words like $ &)i (disconnected from the present) and t n ("already," connected with (he present).
fctf *    T fell £ I 3 l tzu and      & lit 1 ?tfaS '£ L £ L fe3
/ rf/V/ //re homework yesterday. I hare already done the homework.
Wilh the negative, the past is used to talk about a finished time period like ?«i , but %\^%> is used if your intention is to talk about how things stand now ("not yet").
?a ii $ <T> i fg m £ L i -tr/,TL   c        and      *a !il/:"glSH t^K/v„ f      not do the homework yesterday. I have not done the homework yet.
£tz~~£l\£i£rv have not . . . yet
This use of *C •1 can W found both with verbs describing changes and with verbs describing activities, as defined in Lesson 7.
'A~^ LiXit-:^iX^^l%L, (ch ange) Sue lias not woken up yet.
f& ti % fz'M - ii    * It^ t ^ £ +± /v 0 (activity) / havoi'I eaten lunch yet.
"We learned in Lesson fi that tf1^ added to a sentence means "because."
*a ar ti £ £    i ^ -c* l /■-, it l *> o /-i *ivj> b B
/       7 /rm'<? 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-*- A* h " sequence to the beginning of a sentence for which (tie explanation is offered.
(explanation) {situation^
= (situation), because (explanation). = (explanation), therefore, (situation).
h I fz Rift*'* S        & (i^tt^ i 2 -t =
/       .vfr/W.v       evening, because we wilt have an exam tomorrow,
(~ We will hare an exam tomorrow, therefore, I will study this evening.)
UV f//rfy/ 't go oat, because it teas cold.
( = It wax cold, therefore. J didn't go out.)
Note thai the resulting order of elements resembles that of a "therefore" sentence more closely than that of a "because" clause in English.
Before the conjunction ft* h, you find both the long and short forms. Thus the & clauses in the above examples can be rewritten as $•> I izlKWfrfo £ ^ and Az*C"i"*' •*>. The Ions form before A' h is more polite, and is frequently found in request and suggestion sentences.
Let's go to see Kahuki. I have tick vis.
3 The Ions form before *' h is inappropriate when the on tire sentence ends in a short form, however. Thus it is inappropriate to &ay;X ^ji'-; t- 'C'i'A1   , £ zeU £
Practice
i Short Forms Past A. Verbs [5
(a) Change the following verbs into the past affirmatives.
Example: <     * h^^fz
1. fi&$ 2.  L III          3. f$i 4. **H £
if.. Vi (i- iHfeJS       7. o < i       8. -a-A ft < i" 5
9. febi 10.  < 3         U. 6V < 12. ^
13. 11. Ui       15. fcfcTS 1(5.
(b) Change the following verbs into the past negatives.
Example:      <    **■ frA^fcNB'ife
2
(to throw a\va\)
5. Ji <            6. iit^S     7. o<£        8. -btV^ft < t£
9.                  10.   <Z          11. 12. T/^'Tf^
N. Tftn     15. ifi. ^-ft-
B. Adjectives and Nouns l^S
(a) Change the following into the past affirmatives.
Example:   ft 4* ^        ->   ft frjfefe ft !f/^£     > (f/vJft'^ft
1. ^i^^i      2. 3. tyMfr*^ i. H^n^
9. v^v%^vti   io. vv>   ii. s#'L'V»    12, fci,'^
m
(b) Change the following into the past negatives.
Example: 1. ^ Lh I £
if/v £ I" # A
. IP J: 1 I       3. jpfifc** E **jf?\ *V -
9. i^^t/^    10. A'oCuk   11. 12. &WLv>
n Informal Speech
A. Using the cues befow, make questions about yesterday in informal speech. How do you answer those questions?
Example:   T V fc' & JL $
Q : £ $ t r 1/ -1' £ IA ?
	A :	T /v.
1.		
2.		
3.		
4.		
5.	■7 t-e	
g.	■^/"-' M--£m	
7.		
K.		
9.		its
10.	P > fc£ a - f -	
		
11.	1& $	
12.		
13.		
11.		
Jttf
am
B. Make questions about childhood in informal speech. How do you answer those questions?
Example: 7t~A
	- Q	
	A	: n L j 7C "x\ tz r> tz- / i i L,
1.		
■■>		
5.		
7.		
9.		K.i, Si^'V <\ k
11.		12.
is
A. Make a guess about the childhoods of the people below.
Example:   % % X" I ft $\
—   Q: ZtO/^lif-m^, ftf\X I fzfrn
if^ > m (a) VK>:HCOUr (about Madonna)
2. iii    |   l M%
3. i^JtM L
4. j§Mi*i fzXr^y,
7. $HfcT*-*'i L feiK
s. hsr/^LML
9. J: < iMife L i L
10. J: < JM*$£&$#vv£
(b)  B^'i^(D%^\Z'DL\Z (about your Japanese teacher)
t.  ^^^*-;f-ttK 2. J t I t-*>\
5. J; < l/;^0 6. A^&f) $ ltzir =
B. Choose one classmate and guess what they were like as a child using the following characteristics.
Example: >    D / s - \- ^[Jt^ffcW*^  S&tfXfr* tz IIVt||(
E« 2. TC^, 'A. ^a^jM/te^
■I. i|**ifew/*Svs 5. Itl^ 6.
io. INtel***
^ ft    ta»* Li
A. Pair Work—Ask your partner the following questions about his/her childhood
and report to the class using "-czlglU^Lfc.
Example:   ^ L' h h ~C I A-
B : tj^\ wL'^^f L/;c
A : B SAli, Wt^L'^^'-s^Ktot^i Lfce
i   E t       - J M
1. #^#^#:L&$\ 2. sJUU^o^-tt^
3. fP^^^^'-Wi*, 4. fyfr\^*z>tzX"t1)\
B. What would these people say/have said? Make up your own quote for the following people.
Example:   v a x *-y j    -7     < 3 /Uffe L    £ f -^t^a L tz,
Ex. ^ a 7 'l- 7 i. 7 7 #-   (1) 7-f tft" n7'/>   (2) JCJUtfX»7FUXlJ —
Oh*
A. Look at the picture below and answer the questions.
Example: ffl+J/v
L 2. J, a $ ^   3.        j ^   4i ^ * ^   5.        i5 ^   (3.        5 &
+ *t iL O
I
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 lz   ->   A : J: L ^ | A [| Ef*g ATi"^,
B : f v t**JL-C^4
Picture A
Ask which of the
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 teachers questions, using ~"CU-SA"CT. Take turns when finished.
Example:  Teacher : ~mA & ,Vu!ii:"«Att^: Student:     ■:<      L 'Z v % tATt^
A. Answer the following questions using Stiz—Tl^Htv.
Example:   Q ! | % ft>3?4&& ft lt*¥| L fcfcS
3. tii'r^?*^ ltzh\
5.  § 1 | U^^i
fc/;^ £rt - HIS
B. Pair Work—Ask if your partner has done . . . yet.
Example:   M2i >> ?: |
i. irpKit^i
3. (Lesson 10) £ IfcV
4. * JLCff <
6.
(a name of newlv released movie)
(a name of newly released CD)
(a name of current best-selling novel)
A. Match up the phrases to make sense. 1.    ^' ^ b ^ /c ^ * *o
4. ^ ># - h     $ £ —^i &  tzfr h
11
• f®&% "Ft* ' ft I
■ I 5 Mil o
■ L tz.
(g
B. Complete the following sentences adding reasons.
4. _ 5«Tft'JfUH^:0
A. Role Play—One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue HI as a model, order some food and drinks from the menu below. Be sure to say how many you want.
j\yjK-ý3-   ř-XA-tf- \?*yn-tj- íxUW/í-jh
¥160
z
¥180
¥210
¥180    / i
¥160
¥240
.........
	
	
	
	¥160
7ďXŤ-<-   7ďAD-t- 7tv7hT-<-
¥180
¥160
95 8 UN 187
B. Answer the following questions.
3. ?$I ^^K"f*v
i. *5Sl«o^, J: (IH^It^:
£ J: < « L £
6. &#&M&i (birthday) I'-Hi'U^i LfJ"-
10. if/I ^ £    h U - -t- - * ft o t ^ I T^,
11. JNi® tffttiJl L w K£ 3| k * J f d%
12. &   ft 0M tti* £& 4* x $ - 7 ftM» f\¥ h ') i
13.
18»
Pair Work V B.
Example:       l -
B:fi/ tr^M-^^-m A-ci
Picture B
Ask which of the people are the following:
1. r»t-ir
2. l>r>/v
3. t>^z
4. £ r)
Jt    1 w
Colors
There arc two kinds of words for colors. Group 1: ivadjectives
M-.:^-— black      &vv~ while
# \ *- red       -f ^ blue
-w £_ \ \--- —yellow       S £  ^---— brown
These words become nouns without the l>% #v^'Ji'/u red bug
Group 2: nouns
l^/^'J— > --green       $ —purple
-grav - light blue
t*>7- pink     W£y£:SP—# K -gold
Sfcfe/vJW\*---silver
There wurds need ^ in order to make noun phrases. 7 'J — > <0 -b — ^ — sicealer
Here are some words related to colors.
H jQ í # w "C Ť ľa?/ /flo/v pale.
□ .SíO^jL black and white picture
j-