JX^y^P^yžr— Valentine's Day IS D a o g u e Clj A month before Valentine's Day. 2 ^ibc: : Ý 1 tfifao felt L ^iiv^fcfäU^-^-žfc^^S*»^ -fe-4 ^r'j~: **Ui:vn^í> Lftá-tf/^teo ® El On Valentine's Day. i /T'J- : fcltL < A,, řiv\ ctLo 2 felt L : X.O, ří&, -ft^&-fe-^-o ^fc*>sWSLj&*o *:/,*:% ^r1)-^ 5 ^rt?o ? \m< Qn The next day. 2/citL: zfa ^T'j-^Uf^tto í: í, «•<») U j: 5 /čít L : y3>^li? 8 v 3 > : jfc 7 -í h t — ? 9 /cíti: Ž.Ž. uíOAiáHH+raHt-^s&Lž Líŕ<'íb^v^^tiľ^^-C't«to 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. II 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. © ► ÄK-Xižfi fc^ p! *fcr **u Nouns h\- Ä (my) older brother * &&^^ *fc^ landlord * &£»£ t fcž&l return (as a token of gratitude) n< ^ *s^ (your/his) wife ^s tr $ ^c uncle; middle-aged man ejís^ aunt; middle-aged woman 7?y club; student society 9 'J X7X Christmas r L vp m ^ r á. a (your/her) husband 3 7 7° tumbler; glass ^b jm plate; dish lT*^ ■♦M time * -f- 3 n W — h chocolate *c%t/-/u %^/-)V e-mail tóv n <♦.&;$* stuffed animal (e.g., teddy bear) *7?>í necktie uiá M- (my) mother * /n*U >9 -i >f— St. Valentine's Day ťftft 9 ý camcorder i. Ť J. ŽM married couple; husband and wife * *74 r-r- "White Day" (yet another gift giving day) ?77- winter scarf á/U* if.® comic book T > i/ 3 > multistory apartment; condominium &J&^ mandarin *Wfc títlm ring ý vt radio o i ■? i^ fôm parents »)*i£ 11 m# résumé * Words that appear in the dialogue l\ - a d i e c f * ížl^ A - a d j e c f u -verbs * K* 7 R v - v e r b s * *íf* * v e v e SfcLv^ Irregular Verbs to want (thing &) stingy; cheap to send to look good (on somebody) (person \~) to give up to give (to others) (thing ž person Í-) to give (me) (thing £ person K) to come into existence; to be made to consult (person l~) to propose marriage (person lz) Adverbs a n d Other Expressions * fc&tr WC same * J:fc^ £* last year * ~< ^ ~3g- Mr./Ms. . . . (casual) * ca,&~ . . . like this; this kind of . . . ~fc-k 1 makes a noun pluralj totzltz% fctzt. we * fe «t 7 *f exactly X < well Counters * ~ 3 ~i@ [generic counter for smaller items] ~$o ~# 1 counter for bound volumes] ~/:'V^ ~«^ o 1 counter for equipment] ~V* ~E 1 counter for smaller animals] msx -^ [counter for long objects] íž 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 £*". In negative sentences, the particle íá is also used. I want a good kanji dictionary. When I was young, I wanted a toy Godzilla. fc&ti&i 0 III < &*) UtAso I don't have much desire for money. Gfttt) Xiŕ SOU / want X. »fco_________________________________ íi L << ms similar to /c^ (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. n/s- h $ ^ (á a > ť a - 9 -úHl l v * ľ. t o X u á "to 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, #» ft L v ^ (sad), i ti L ^ (glad), and *< ■» /č v ■» (painful) are private predicates. The observations we make about (i L*, which replaces tz v \ Ž. V » C C" í> (7 understand that) Tomoko wants to study English. II L^ too has a special verb counterpart, ii L;6r£. It conjugates as an w-verb and is usually used in the form {IL^'ot^z, to describe an observation that the speaker currently thinks holds true. Unlike lí 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 J: i in Lesson 12, with which we can say that a given state of affairs is probable or likely. The new sentence-final expression ú* & L ft š. -tí"/C, and its short form counterpart £*& Lti&v\, are much like "CLi i, and mean that something is a "possibility." You can use *» t» I ft á -tíX when you are not sure what is really the case but are willing to make a guess. £* í) L ft á -tí^ 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. ň a*- t-r í -a- /u- Suzuki is perhaps taller than Tanaka. T/v í 77zč weather may not be good tomorrow. 7om may have been a bully when he was a kid. © Just like "Cti l, 4* i L ft á •&& goes directly after a noun or a &-adjective in the present tense affirmative sentences. In other words, fz is dropped in these sentences. Ľ/v Tom zs ö Canadian. Professor Yamashita is not fond of dogs. Ľ/C Torn might be a Canadian. /ŕ is possible that Professor Yamashita is not fond of dogs. Present tense, affirmative verbs: fř< 1 U-adjectives: IgU it ^-adjectives: jügt iía, s ^^uns-tí/u noun +^"šJ": ^ŠE ff. When a thing moves toward the center, the verb we use is < fri %>. m-f%> / give to you. You give to others. I give to others. Somebody gives to somebody else. Somebody gives me. You give me. Somebody gives you. ~~^\ You Others ^/ With both h If S and < ti Z>, the giver is the subject of the sentence, and is accompanied by the particle ii or ňs. The recipient is accompanied by the particle 1-. \um< / wí7/ gwe fÄe woman flowers. &<,&• ve fas: y-e s m< 77zč woman gave the man a watch. "UŤIA. tefcl Ató can also be described in terms of "receiving" or t h 1. With t h "9 , it is the recipient that is the subject of the sentence, with ii or **, and the giver is accompanied by the particle t- or frh. %{±m-/nfrh #V^»£ t b^J: L/co tól A fa Ä« ->>3 Ľ L i 7 received an old dictionary from my big sister. 3 (recipient) [&/1f (giver) [Z/tr^> 16:5 (recipient) receives from (giver) Compare the above Hi sentence with the < tl% version below, noting the particle switch. ÄpÄU-árv^tž: < hi Ifzo t>to hňl Á. í Ľ 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 h tf ž. < ti l> 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. *tt«*'iMc*-MŽ < tli Itzo 77že President gave my little sister a letter. 31 b Ť is like < ti i> 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 h 1 for third-party transactions if you can assume the perspective of the recipient. '■we ňn^eľui t í'ä My ft'Z/fe sister received a letter from the President. © ► Äg-ÄSŽÍ tz h Či X"f4>% after a verb conveys advice or recommendation. The initial fz in Ťz h Či X'i~fr stands for the same ending as in the past tense short form of a verb in the affirmative. In casual speech, tz h Či "C*i-*» may be shortened to tz h Či or tz h. Why don't you study harder? mžfkA.tzhČi -C"t^o \ Compare: X i £> K^tz h Č'l T "t JON, Why don't you come to my place? number+t / number+ Ufr+negative Let us recall what the basic structure for expressing numbers is like in Japanese. fa<7)i ttiziiB&Bm^ťto hŕzl ft c TÄÄFF There are three cats in our house. s/viJX fr We bought three umbrellas. You can add & to the number word, when you want to say "as many as." htz\. lili ft z SAstfO- tr My mother owns three, count them, three cats. As »íflMj; «5 twenty students showed up at the party yesterday. You can add L ů* to the number word, and turn the predicate into the negative when you want to say "as few as" or "only." teŔL V- U/» r Ľ U o-3 í»-p fe / ÄťZflč ow/y čwč Japanese dictionary. There are only two computers in this company. , Expression Notes 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. HK^TItUU? This is a question that simply asks for a yes or a no. Ťz"C "f o Ex. O x (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£c9B^ ^*mifr^tzX*1rt\ c žít ž;í u/v B : vn^ lil < h*) á-tf/CTlŕco D. Pair Work—Ask your partner which of the two items in the list they want more of and why. Example: $■/?> h° j.~ 9 — h°^-?-^ ťt>htflll^~Ctfr <5i B : $.£ 0 nvťa-^-^ti^ j&í(iLvx-ci"c <*i A : if >9 Lttt^o ž; t -ex L í-; < i. n>+ř- hOttff/CD_ 3. ŕUhVtÄ 4. «/Ä 5. i$ffl/fc& E. Pair Work—Ask what your partner wants/does not want for their birthday. Report your finding to the class later. Examples: It ^ $ ^ Ü 3 > t° a - 9 - ž M L j6* o t ^ á 1~0 \m< u Uč. 1r< ttu A. Look at the picture and change the sentences using --/HsL/frl^lí/u. (jl Examples: *0*^>Aíá^A"C 1"o (maybe) «/ti- CAS *-<-tí-i> ]V„íc ň'< #l< fctf^OAlá^&'ďo (maybe not) íiW CAS J$f tiW y k *•<*!.' 1. feíO^rOAiá^i^-CÝo (maybe) 2. ŽííO^ťOAráÄÄ-C'to (maybe not) í;sc [a í; -iŕ/í,-tí->.^ 3. fc^OAtář-X^-t-f-^o (maybe) 4. ^^^cOAtá^^ž^-C-fo (maybe not) «SC ÍA S -tí" CA < 5. 4\ ^VN"Ci~0 (maybe not) i > í st- 6. &<9:&r<7)Aíá^BT-X£ Lá1~0 (maybe) tSAA CA S ?ji 7. &s fc/cL C. Pair Work—Ask your partner what they think they will be doing in twenty years. When you answer, use ~Äx:fcUtl£-t*/u/~fe Ijľí ') 1" 1. fc#^ 2. J^íí^A, 3. nUŽÄs ň-s, 4. ttz% 5. J£# 6. ífc/Ä* íl 4P C. Look at the pictures and make sentences using v^ Lrc /rľlll *•« L" J: parents grandfather grandmother D. Describe who gave what to whom using ^(^'•§/; — 21 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 : fetf t $ A,řjy T V -$ A,KfäŽ &lf Ř Lfc*\> i'i: /T »J-^/Uá/čttl^/UcHŠ: í> h^É. Itzfro B : Jfcžfclfá: Itz/t h^Ř Lŕzo IJ4- Picture A tztfl Ex. I Partner F. Answer the following questions. 5 iJQ/v Ŕ-UTii í/' Ír J: a- %< au au au 6. £ŕ£^ÍtóB(:Hžfetf7^-C-f^o t: t /c/tl".tŤ í/' au o^ii'/v a /v o *5 ii a, a /v A. Give advice to the people below, fjjjj Example: ž T 'J —/check newspaper /T'J - t: l^ L r t: V 3 y íi% 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"l:X§) 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 ■— tiz&ooTZffr. Example: A : SBÍj&^V^-CÝo B : U«>*, tC'fo^b^Ttt^o 1. ^U^-^'^^/^-^ 2. ^V^^Ť^liU^-Tto 3. % x o č&ofcx/'c-ŕ, -i. í; 4. C^r^AJl-C^-SAz-C-to 5. Ä&jô**^ b^^-^tto 7. &r£ib£ř-e£&v^-ci-o 8. říA-^írv^-c+o 0 ► Äfi'Äää A. 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 ~=fe or ~UA\£jjjJ) Example: &5& Lá L 7c Ex. &SI L ^ L Ťz 4 hours 30 minutes (X)**<* Itz (2M&Ř Itz (3)ftot^llt (4)tfeÄá L 7c (5)« Ž t /71)- 50 11 hours V 3 v/ S 5 hours C. Pair Work—Ask your partner the following questions. Respond to the answers using ~Ufr or —=& when appropriate. Examples: á Á^HWfto X ^ á 1"ä\> A B A B A B A B * -5 S -3 í, Jíl A X.O, ww&^ot^á/^-eTj&N, C II/v ňfv» t 1. ^^ < b#o"tV^Í-^0 2. 3* *>} tf«*MA& L á Lfcs&N, 3. -^ Jct*r^tž^<*bV^á1-£: 5. ft*. ^>WAí51v^í-*\ 6. -fe-^-ž^W#ot^á t^o 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. Vír á o 9 •€íO0 (i li í> c t h v- «5# (b) What kind of unique events do you have in your own country? Explain one of them in class. ►*E»£&« B. Class Activity—Show and Tell Bring something that you have received from someone and talk about it. Example: ZtllitttiťVto Mi H fctf** < tlŘ ltz0 ft*, &*>«?-« K *iffc y»V h íiU'ji y lili Liib^ MS. z. c't C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model. Pair Work (I }E. Example: A : re It L $ ^Uá* T ') - 5 UzfS £ *íf á Lfc*\ 11: B : í6ž*ífá ltz/i>h^Ř l fco Picture B fcltL Partner 3 («) $0 (#) l>$ (E) řä^ (*) tz^ (£) ávN «JO small items bound volumes small animals long objects equipment flat objects 1 v^ C ^^^-5 v^t/^ V^flX V^•ř,/'fV^ v\feáv"» 2 řez fc$o lzü$ MIA, i-/c'U uávN 3 $A,Z SA,$o $^Z^ *^iS& $X,/=v» 3Xáv* 4 «t A, c *X,$o XA.WŽ J: /Cíä/C i/,^ J^áv* 5 u u r$o ?U$ z:\il 37c v s r'^ 6 ^oC % < $-3 holf^ ^oí^^ 3<ŕ=v* ^>< 3^ 7 %%Z &&*o fcfclA* &&Í3X íefcrtf^ fcfciv^ 8 !io: íio^o (áolřJ üotäX tä"k*?^ (á£>áv> 9 £ * -9 - ^ ^ -9 $^ ^ ^ -9 £Ac* £ yp 1 Í3X ^ ^ 9 7c'V n ^^■9 á^ 10 t>oC Lľ * -3 $ "3 l:>o^ i;n>oi3% O "9 /= V * Ol í V A How many ŮT&SO &/U£^ &/U|X ÍCX,ŕcU £A^> Examples candy tomato eraser book magazine dictionary cat dog-snake pencil umbrella tape bottle computer TV car bicycle paper CD T-shirt *r ^Jotes: l.Ther ironunciation of numbers 1, 6, 8, and 10 changes before the counters C ■, So, tAí, and íjx,, except for h < Jo, 2. The i nitial sound ol the counters U J, and f2/v, changes to lř$ and Í5% af ter numbers 1, 6, 8, an( 1 10, and to V í and í 2% after number 3 and tab, respectively.