AVV^-YVt1— Valentine's Day š IE Dialogue \j A month before Valentine's Day. © On Valentine's Day. i ^T'J- : kit I < /U íávv :tio á 3 * T 'J - : "9 A/0 4 /citt: frfc, tt^^-í'- c^o^i^o/^/co *'r') 14ÍŠM 0 1 1/ 3 2 tzW 3 V 3 4 5 tztf 6 V 3 7 fctt 8 V 3 9 tztf The next day. L > L v 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. 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. 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. X /£ Grammar CI suu {5 means "(I) want (something)." It is an ^-adjective and conjugates as such. The object of desire is usually followed by the particle #\ In negative sentences, the particle (i is also used. i'A. U t Li / want a good kanji dictionary. When I was young, I wanted a toy Godzilla. n&iz&z o mi < h o i-^/U 7 don't have much desire for money. I want X. ii L ^ is similar to tzV^ (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 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, L v -> (sad), i ti L v ■> (glad), and v * tz v > (painful) are private predicates. The observations we make about ll L ^ 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 tztfZ), which replaces tz v \ (I understand that) Tomoko wants to study English. li too has a special verb counterpart, li L#fl>. It conjugates as an M-verb and is usually used in the form (5 L X ^ £, to describe an observation that the speaker currently thinks holds true. Unlike (i L ^\ the particle after the object of desire is £. (I understand that) Tom wants a friend. ism ~^un^ We have already learned the expression "C L I i in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression t> L ti and its short form counterpart Lti&*<\ are much like t'L i 7, and mean that something is a "possibility." You can use t Ltli^r/w when you are not sure what is really the case but are willing to make a guess. fr& IH £ ^tL is placed after the short forms of predicates, in the affirmative and in the negative, in the present as well as the past tense. Twav ram tomorrow. Suzuki is perhaps taller than Tanaka. 77ze weather may not be good tomorrow. Tom way /z«#e oeew a Z>w//j w/ze// /ie was # kid. Just like *C L X 1, t L ti i L goes directly after a noun or a ^-adjective in the present tense affirmative sentences. In other words, fz is dropped in these sentences. CA Tom is a Canadian. Toot might be a Canadian. Professor Yamashita is not fond of dogs. «5 possible that Professor Yamashita is not fond of dogs. Present tense, affirmative verbs: LVadjectives: ít-adjectives: noun +~C~$~'- Jtř. When a thing moves toward the center, the verb we use is < fi . I give to you. -> You give to others. I give to others. \ Somebody gives to somebody else. 1 You : Others Somebody gives me. <- You give me. Somebody gives you. With both fa tf & and < fri l>, the giver is the subject of the sentence, and is accompanied by the particle (i or -£>\ The recipient is accompanied by the particle K. mum* *A A left £ hii ± to / will give the woman flowers. &A,t£ uk irr.z k m» The woman gave the man a watch. onuo m u>#£ < tiz^i Oiil^ tefel fcftb <5i My parents may give me a new car. (giver) [£/t}* (recipient) (Z (giver) gives to (recipient) Transactions which are described with the verb < ti & can also be described in terms of "receiving" or tbT. With t h l, it is the recipient that is the subject of the sentence, with 13. or and the giver is accompanied by the particle I- or 4>b. fcAL Art fcft .i-5 L' Lj / received an old dictionary from my big sister. (recipient) (giver) (I/frt> t>6ö~ (recipient) receives from (giver) Compare the above Hi sentence with the < tih version below, noting the particle switch. fete fr£L J. Z Uli My ů/á" 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 h If 5. < ti Z> 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 i h 1 is like < ti •£ and implies that you identify yourself more closely with the recipient than with the giver. Thus it is wrong to use & h 1 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 t> h l for third-party transactions if you can assume the perspective of the recipient. My little sister received a letter from the President. tz h ^ n after a verb conveys advice or recommendation. The initial tz in tz h fcf 7 *Ci" stands for the same ending as in the past tense short form of a verb in the affirmative. In casual speech, tz h £f ■? "C"f may be shortened to tz h ¥ 1 or tzh. How about taking some medicine? tz h £'l X'~f 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 h if*) ~C'irfr, but should use Why don't you come to my place? W*W number + =fc / number + Uft%+negative Let us recall what the basic structure for expressing numbers is like in Japanese. Why don't you study harder? Compare: X n %>K&tz h ¥ 1 *C"t**o noun 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. Mil lilt he h-AStb *' My mother owns three, count them, three cats. mum< As many as twenty students showed up at the party yesterday. You can add L to the number word, and turn the predicate into the negative when you want to say "as few as" or "only." / /z The fe-form of a verb is used as a request. More politely, you of course would want to say ~T < tz£ V\ mm &35^ tzfo at the end of a sentence, after a short form predicate, indicates exclamation of admiration, frustration, or some such strong emotion. & fo is mostly used when you are talking to yourself. C If*, r *Ar*M Wow, iswY Japanese professor nice Whoa, this is a great textbook! Gee, am I hungry! Darn, isn't that guy cheap! ► T§§ has a number of different meanings depending on the context. "can do/be good at/do well" 0*f i-fo / am capable in Japanese. He can't ski. I didn't do well on the exam. "be completed/be finished" "appear/come into existence/be made" Dinner is ready. Is your homework done yet? A new store has opened. I have made many friends. Practice A. Items marked with O are what you want, and items marked with X are what you do not want. Make sentences using 15 UU. Examples: ^ůHž L v^i"c Ex. O x iax (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 15 LAV (jjjjj) Examples: -ff££>i$, U^/ctfo Ex. O X ; trt £J tax (1) O (2) x (3) x (4) O (5) x C. Pair Work—Ask if your partner wants/wanted the items above. Example: A : -^i^cOBf, ^liU^/ctfK i £'% £'S li-C D. Pair Work—Ask your partner which of the two items in the list they want more of and why. Example: $/3yt'a-;- A : UWo jfe- & "X.'As L ( 1. ^ h h° — ? — £ f2 I ~C V a 3 1% ill 4PM A. Look at the picture and change the sentences using —ti^l/Xl^itrv. (jjjjj) Examples: hA{i:^i^-f0 (maybe not) 1. ^^^r^>Ati-^lilTl-0 (maybe) 2. &f ^A^ft^-CTc (maybe not) 3. fe^-A-OAIiT-X^jL^-Cto (maybe) 4. ^<£>A£*co%iO/^lim%lX^^to (maybe) 9. &^C>A£*^AtiiU#-e^0 (maybe not) 10. *{0*^AIi|\ 4t: 4.1: B : ftZ&lfi Itz/t b^l ltz0 12 4 Picture A y T 'J - F. Answer the following questions. 1. £%-CDU3iB t b^£ltzt\ J i tiA, ?zA,U±i If 41: 2. 7 ij x^Xt:|^fcH£ fetf 3 Ltzt>\ 3. 9 »J X^Xt:iU£M£ < fit Itzfro a- i- < mt 41,: it: 5. /*VV*4 >T-Kfa*»£ b^tzZZtf&t) £1ri>\ fa£t> b^3 L/=*\ it: in 6. i/c^^Mia f-^£ fctffc^-ct'K 8! t f/ 4 i: 7. —#-7 tlt^o/c7V-^> h (iH^i-*»o tzhl-i b^£ i > MA, & X, i - *> liX ■ 4 /C A. Give advice to the people below. 0 Example: ž T 'J — /check newspaper > ffBfl ž JÍ7c b if 7 *C~f ;č*o Ex. check newspaper 1. consult with the teacher 2. send resume to companies 3. go to a party 4. join a club 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 ~fe6df5r^A\ Example: A : M^'M^^A^^-f Q t:.'..X Uft B : t(:fofcb^itt^0 1. ^^L^v-^r^f^^tto 2. ^jM^tiLv^-c^ 3. ^^^to^^tf0 4. zor^^•cv^s^•c1•0 5. b 6. J: < ^b#^^v^^'C•1-0 t h 8. &^&v^-c-f0 9. t&/®L-ki)H1%X\ fat < *t&^A,-?1% ©HISBfcMiil/Sl/fc A. Describe the picture using counters, fti 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 or ~ Ufr. @ Example: L 3 L Ex. Ltz 4 hours 30 minutes (l)t^l Itz tz (2)tfe£i L/i i (4)ffc££ Itz (5)«t 11 © 11 hours 1 i @ 5 hours C. Pair Work—Ask your partner the following questions. Respond to the answers using ~L-7^ or ~1=> when appropriate. Examples: £ ^*£faflN#o *t A B A B A B A B Wit Cb^#o"tv^Jf0 1. 4^ < bfto "t v>£ 1-76% 3. —^fl r.fc'ft^tCbV^lfK 5. ^^^vU5Lv^1-j&>0 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. lil± V- C 8? t If (b) What kind of unique events do you have in your own country? Explain one of them in class. ► S5§ ' Si/SIS B. Class Activity—Show and Tell Bring something that you have received from someone and talk about it. Example: £ ft!*#fr*Ci\ M± B K&%* < tit I fz0 fccn^mK&Wtz C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model. Pair Work (■) E. = Example: A I ftft V — ^ /U'^S &tf 3; l£r^0 Ore ii or Picture B m] 4IHM Counters z (m) ^•O (#) Zr* (E) (3^ (*) tz^ ($) (ft) small items bound volumes small animals long objects equipment flat objects 1 V ^>«q CI 2 ICC Kfz\^ 3 $ htz v * 4 J:/1,2 5 6 £ < t-:\ > £ < ty^ 7 8 9 10 U o $ o VyPl tz\^ How many V^ < O Examples candy tomato eraser book magazine dictionary cat dog snake pencil umbrella tape bottle computer TV car bicycle paper CD T-shirt * Notes: 1. The pronunciation of numbers 1, 6, 8, and 10 changes before the counters and tl/y, except for ^ < 2. The initial sound of the counters U~$, and 11L, changes to and J 5% after numbers 1, 6, 8, and 10, and to V$ and (2X after number 3 and respectively.