112 -XStfi
fa IS*! 1       1       S       S       0       N....................•......18^
^^>cs^(Z)7J^y   john's part-time j°b
S iS Dialogue
At Little Asia restaurant.
XL *>IT
3 V 3 ^
4 ^fi ^
vfci«
£«
7 ^
8  V>3 > liV\
©
El A customer calls John.
i % :
3 V 3 S
4
5 :
6 V 3 >
^^■0 if} Li;
HAS i
After closing time.
1 % &
XL *>iT
2 Z/3>
3 -ft.
~C L *>.ti
Jii £+ l3X£i l*'
6^ U< JiJ: <^fSt^^f:J:o t o z m&1r till! £ £*o tzta
t^ -si-
Manager: John, I heard Mr. Morita has a cold and is not able to come today. In the evening it will
get busy, so I am counting on you. John: Sure, I will do my best.
Manager: First of all, vegetables are in the refrigerator, so, take them out. Then, is the outside light on?
John: No, it isn't. Shall I turn it on?
Manager: Yes. If you press the button there, the light will be on. John: Yes.
r
Customer: Excuse me. I have dropped the soy sauce. I am sorry. John: Please don't worry. Oh, your skirt has become dirty, hasn't it? Customer: Oh, no! What should I do? John: I will bring a towel right away.
I
Manager: You were so helpful today.
John: Don't mention it. But, it was such a busy day.
Manager: You have school tomorrow, right? It is tough to go to school working part-time, isn't it? John: Yes. I am late for classes sometimes.
Manager: When I was a student, I often cut classes, too. I should have studied more. Well, I will
take care of the rest then. John: Excuse me for leaving early. Good-bye. Manager: Thank you. Bye.
X ;£ Grammar
M  Transitivity Pairs
Some verbs describe situations in which human beings act on things. For example, I open the door, you turn on the TV, and they break the computer. Such verbs are called "transitive verbs." Some other verbs describe changes that things or people undergo. For example, the door opens, the TV goes on, and the computer breaks down. These latter verbs are called "intransitive verbs."
While most verbs are loners and do not have a counterpart of the opposite transitivity, some important verbs come in pairs.
	Transitive		Intransitive
	open something	m< ~&	something opens
has	close something		something closes
Aft£> LA	put something in	USA	something goes inside
	take something out	n	something goes out
	turn something on	0<	something goes on
as*	turn something off;		something goes off
	extinguish something		
mt zt>	break something	muz Zt)	something breaks
	make somethingdirty		something becomes dirty
	drop something		something drops
	boil water		water boils
Transitive verbs call for both the subject (agent) and the object (the thing that is worked on). Intransitive verbs call only for the subject (the thing or the person that goes through the change).
XL J XL S
Takeshi turned the light on. The light went on.
VP VP
Takeshi boiled the water. The water boiled.
Sgl 8PM
i
Transitive verbs describe activities, while intransitive verbs describe changes. They behave differently when they are followed by the helping verb X v ^ l>. Let us first recall that activity verbs (f£i~, for example) + X ^ £ refer to actions in progress, while change
Ii«
verbs (#£:&#i"£, for example) + "Cv^ refer to the states resulting from the change.
it-si*.
X — $ ^ tä4\ € f£"C* £ ^ $ ^ £ U l X ^ 3 -f o   (activity, action in progress) Swe ?5 talking on the phone with her mother right now.
&~T9t%. 12       L X V > £ 1"o     (change, result state) Professor Yamashita is married.
Similarly, when followed by tV^I, transitive verbs refer to actions in progress, while intransitive verbs refer to states that hold after the change takes place.
Robert is opening the windows.
VA, 5 ft
Tomoko is turning the light off.
nyy^^L X^£ to
There goes Godzilla, destroying the city.
Doors are open. I There's an open door.
TU}?m%Z.X^^to The TV set is off.
This computer is broken.
The fe-form of a verb + L ^ i has two senses, which at first might appear rather incongruous. In its first sense, L £ i indicates that one "carries out with determination" a plan described by the verb. It typically involves bringing something to a culmination point. You, in other words, do something completely, or finish doing something, or have something done.
*»A,*eL3vvi lfZo
ISA 1
I read the book completely./1 finished reading the book.
The second sense of L 4 l is "lack of premeditation or control over how things turn out." This often comes with the sense of regret; something regrettable happens, or you do something which you did not intend to.
1 Since LI ^ goes with the verbal fe-form, which is affirmative, it only gives us sentences meaning that something regrettable does or did happen. In other words, we cannot express with Li i negated ideas such as "regrettably, x did not take place" or "unfortunately, I did not do x."
►56•äs»
/ inadvertently left my bag on the train.
To my horror and sorrow, my professor got angry, because I had forgotten my homework.
Both senses focus on the discrepancy between what we intend and what the world is like when it is left on its own. A t £ i sentence may be ambiguous between the two senses. How a given L i. 1 sentence should be interpreted depends on the assumptions the speaker has when uttering it. For example, the "finished reading" sentence above can be read in the "regrettably" sense equally easily if you read the book although you had not planned to, or knowing that it was wrong but unable to resist the temptation.
In speech, ~XL£i and ~"CL3 l are often contracted to ~t>f> 1 and ~ U *J T , respectively.
/ lost my homework!
The present tense short form of a predicate + £ means whenever the situation described by the predicate holds, another thing happens. In most £ sentences, the first clause describes the cause, and the second the effect.
ht± 8fE      lift If A 5
Whenever I talk with that person, I feel uplifted.
Whenever the streets are crowded, it takes longer to get there.
clause A    <tz    clause BQ	Whenever A happens, B happens too.
(short, present)	
Sometimes, a £ sentence describes a cause-effect relationship between specific events.
If Mary goes back home, we will be sad and lonely.
While the clause that comes before £ is always in the present tense, the second clause can be in the present or in the past tense.
#,12^Out, Zr\zt£%Zi)*M%X}$$Ltz0
When I was young, whenever winter arrived, I caught a cold.
The event described by the second clause must follow the event described in the first half of the sentence. Thus it is wrong to say:
Whenever I talk with that person, we go to a coffee shop.
If you want an adjective idea in the second clause, it is usually expressed as a change. It is very common therefore to find in the second clause an v -"-adjective base + < & &, and a &-adjective base + t:^"5 (see Lesson 10 for adjective + & 5).
py/jewe^er /iz/^ arrives, trees turn red.
J: 5 t- %     t -f
Whenever night comes, the town becomes quiet.
You can connect two verbs with £ h to say that the two actions are performed at the same time. &h follows a verb stem. The second verb, which goes after f<£&'h, can be in any form.
frtzl HM'i        J 1: 12/!/ .:' "J/C-Sii
/ always study Japanese while listening to music.
9*     lite (
Takeshi is doing laundry singing a song.
Ji£ is «o£ easy to go to school working part-time.
Note that the two verbs that flank ' h must be two actions performed by the same person. & & h, in other words, cannot describe an action performed while another person does something.
l££ tz 'Ci" means / wish I had done or I should have done something. You can use it to describe an alternative course of action you, to your great regret, did not take.
Z$ jfe^ It?
/ wish I had told her that I loved her. I should not have broken up with her.
All verbs can regularly be turned into a (f X fr-o tz "C"i~ sentence with no exception or irregularity. You form the Jif-form on the basis of the present tense short forms.
Verbs in the affirmative: Drop the final -u and add -eba.
s-
(tabe-ru) -»
n< dk-u) ■»
E'KJlId: {tabe-reba)
'rrWt (ik-eba)
Ärtt
*
IL*. IS
Verbs in the negative: Drop the final l\ and add l^tlli-
We will
learn about the   -forms used in broader contexts in Lesson 22.
JSfrb'^Noun (D%3frlf (~€) is used to express gratitude to something or someone when things turn out as desired.
Thanks to the map my friend drew, I didn't get lost.
%^ '• ^MiSfcXh. do Congratulations on your graduation.
^^fe : %%L<D&iiAiX"ta       I owe it to you, Professor.
The expression $3fiAf£t.~C (lit., Thanks to you) is the proper response when asked ju^X"Tfr.
If A, g
A : 7tM"Ci~#\, How are you?
B : x.x., iJ^tf^ $ t\,        Fes, thanks to you.
33frlf'£$.~C is also used to show appreciation for the addressee's help/ support/concern.
A : ttm^miit Ltzfi\
Have you gotten used to the job?
Fes, / /z<zfl<? gotten used to it mostly. Thank you for your concern.
$S ü Practice
A. Describe the pictures using transitive and intransitive verbs, (■*"'))]
Example:   (a) K T § D    ä to     (b) K 7 tfffi $ ä 1"0
C. Pair Work—One person looks at picture A below and the other looks at picture B (p. 133). The two pictures look similar but are not identical. Find out the difference by asking each other questions.
Example: A
B : (iv>0 -o^t^lto
(2)
D. Pair Work—You and your partner are working part-time at Little Asia. The manager is sick, and you need to take care of the restaurant for the day. Look at the picture and discuss what needs to be done to open the place for business.
Example:   A : XT 3 ytf-Dv\X v * £ -t!:A,fao A : 1r&$^A,0 ^I^L2to
A. You finished doing the following things. Express what you did with ~IU
Example:   finished eating lunch t "9 Jb -    £1t*<"CL3:\',k3c L 0
1. finished doing homework
2. finished writing a paper
3. finished reading a book
4. finished listening to a Japanese language tape
5. finished cleaning a room
6. finished seeing a video
B. The following things happened and you regret them. Express them with ~TL/
Example: £ *) %v^^sK (bought a lot)
1. £tzt>l-7 VtJli&m 1 tzA,*£.t**s (broke it)
2. Hb^ tzLX^ij\ (spent all)
3. fei^Tv^^"?, (fell down)
4. ^ tfD -9       o    «0T\ (caught a cold)
5. ^ <D 9 * $ 0 7c Ot\ (slept in class)
6. VP & $ ^       £ tz o 7c ^ "C1"*»\ (Yumi got married)
t
7. 4^0 lti:^f < W^lt&^o7cA,-t1-#\ (forgot it)
8. #1       L tz n X\ (missed a train)
C. You stayed at your friend's apartment while he/she was away. Now your friend is back; make an apology using ~5-£>-5/D-t>5 for what you have done in the apartment.
Example:   A : C^46^0
B : £n Lfzco?
B : £o !
friend's shampoo
answering machine
H18HM (i2?)
D. Pair Work—You did the following things. Explain the situations to your partner in informal speech. Continue the conversation.
Example:   You borrowed a camera from your friend but broke it.
1. You borrowed a book from your friend but lost it.
2. You received a scholarship but you bought a car with that money.
3. You told a lie to your friend.
4. You had a fight with your boyfriend/girlfriend.
5. You didn't want to go to class, so you cut class.
6. You overslept and came late for class.
A. Change the cues in 1 through 6 into <t clauses and choose the correct phrase on the right to complete each sentence. @
Example: £ £ £ J$ l< & Q 2 to
-r-r
Ex. fU-foC9 31"
•tmt^itii-
-a*3>t°a-?-£{£^t
0 Jet
1.
2.
3.
4.
5.
6.
& L \    •) 5 to
i r
f. & L < ft 0 3 to
a < £ o ^ to
B. Pair Work—Give advice to your partner who has the following problems, using
Example:   A : #^ifs^Tf ^^tfc     B : $Ll -f £ Z       IZ & 0 £tX0
1.	A		B :
2.	A		B :
3.	A		B :
4,	A		B :
5.	A		B :
C. Pair Work—Talk with your partner using the cues below. Expand your conversation.
Example: _
B : % -) "Ct*%
1._< £S    2._£ ?tLM^^
3._£ M I < £5 4._
Ti-i If A J.
5._6._
7._zn^tz < &s
A. The pictures below show what Michiko does. Describe them using Ql
Example:   &%Z$Ll^ fl/tUi^'b^iLI fG
Ex. (1) (2) (3)
18PH
(4) (5) (6) (7)
B. Pair Work—Ask your partner the following questions.
1. r'f H<i^b. ^lUit^„
3. ^HgCX*) &**b, ^£ Uth
.5.   %       li^ it:
5.    LK&b. •Zx.t'tfrc
C. Class Activity—Let's play charades. The teacher gives a sentence card to each student. One of the students mimes the sentence. All other students guess what the person is doing and raise their hands when they recognize the action. The person that gets the most points is the winner.
Example:   **$£**b, 7 A X 7 V - A £ &-<X V * £ -f0
D. Talk about the following, using ~t£lft>.
1. two things you often do at the same time when you are busy
Example:   'It L v &bMB. I 3 i~6
2. two things it is better not to do at the same time
Example:   s!$k L &   b € f& *Cf£ * & v \ 11 7     >v * "Ci*0
1 lxl -ex afe
3. two things you like to do at the same time
Example: £ Hi ^ &    h Wfrt £ W# $ tt*
4. two things you cannot do at the same time
Example: 3ft 1 £ J££       b *l£
A. Change the following verbs into [J-forms. @
Example:   v n < v * (} (f
Lit 2. < 1» 3.^1. 4. fift-t 5.1-5
6. 0^-9 7. h%«lt 8. 9. fc-<£t^      10. Z &V>
11. £**&v^      12. Oj&»fc>&i>    13. Ifcv*
B. The following pictures are what happened to you as a result of action you took or didn't take (marked with X). Express your regret using —Kcfcfrofc'W. @
Example:   ^5 { Hďi^o^f f„
Ex.
(1)
(2)
(3)
(4)
(5)
MOTEL
P D D D □ D Q O □ □
Make sentences in the following situations using —[ícfc^^fc.
Example:   You didn't do well on your test.
1. You were late for class.
2. You went to a restaurant but it was closed for a holiday.
3. You are on a trip. You forgot to bring a camera.
4. Your college life is miserable.
5. The hamburger you ordered doesn't taste good.
6. You ate too much and you are not feeling well.
7. You have just started working after graduation. You are too busy to have time for yourself.
8. You can't help thinking about your ex-boyfriend/ex-girlfriend.(tííO&/ia <D$L-k)
A. Pair Work—Tell each other a story of a failure or a sad experience, which happened contrary to your wishes.
Example: A B A B
it A. C ft
l: L*
B. Pair Work—Ask your partner the following questions.
3. «£-e^£ til zm-?x^£ti>\
5. m#lt(i^aia{:^^ot^^ t^o
6. k?£tz^M<D^Kffi&^X\<^£i~ti\
tu**"-3 i      ft*>     St.K ti^
7. it^?)a#, Xfr^tzX*t*\
S It SO