(ÍS13111 1       1       *S       °N...........................13^
y)l>)K-YM^L/ Lookin9 for a Part-time Job
D
a
o  g u
o
I i John calls the restaurant Little Asia.
Oi f.j.-'
>£ ft
4 ft
©
f Ť U^áó, &->X. ^Lí Lná', fB^i:*í,nát*>
h J At the restaurant.
% ft
V 3 >
V 3 > £ ft
y 3 /
£ ft
IJ Professor Yamashita comes to Little Asia.
i I i
Manager: Yes, this is Little Asia.
John: iVIy name is John Wang'. I saw your classified ad.
Manager: I see. Well, shall we meet and have a talk? Can you come to the store tod a John: I cannot come today, but if it's tomorrow, I think I can come. Manager: I see. No good today . . . All right. How about one o'clock tomorrow? John: One o'clock. OK, I've got it.
n)
Manager: Mr. Wang, why are you interested in this job?
John: It seems interesting. 1 can meet various people; I can also use Japanese . . .
Manager: Have you worked at a restaurant before?
John: Yes. As a waiter, I have.
Manager: Can you start tomorrow?
John: Yes, I promise to do my best.
Manager: Yes, I know you'll do your best.
John: Welcome. Oh. Professor Yamashita.
Prof. Yamashita: John, do you work here?
John: Yes. I work three days a week.
Prof. Yamashita: I see. Which one is good?
John: This curry is the most popular one.
Prof. Yamashita: It looks good. Well, I will try this one.
N
		pp
V o	c   a b	u   la   r y
o u n s		
		waiter
& L* v ^ 5 ^		grandfather; old man
		(someone's) house/home
		adult
		foreign language
	^H-	musical instrument
	£^	karate
* u-		curry
		kimono; Japanese traditional dress
		cake
		advertisement
		tea (black tea)
	H" lit	language
		golf
		sweater
	ft	elephant
		violin
		motorbike
J • o j$ *		(consumer) prices
		grammar
		lawyer
IZlvp ■)		recruitment
		shop; store
^ < y		yakuza; gangster
^ < £ <		promise; appointment
		(term) paper
frfc < I		I (formal)
- a d j e c t i	v e s	
n H I ^		glad
iL^		sad
		hot and spicy; salty
MA* L ^		strict
» Words rhat appear in the dialogue
9
		close; near
^ ■ a d j e ( t i v	e s	
		various; different kinds of
		happy (lasting happiness)
		no good
(/-verbs		
		to knit
*>-f		to lend; to rent
		(thing & person lz)
		to do one's best; to try hard
	3 A <	to cry
	#<	to brush (teeth); to polish
		to keep a promise.
Irregular V	e r b	I
		to be moved/touched (by . . . )
		(-'.-) |
Adverbs an	d Other	Expressions
^ h o I ^ ^ i ~f		(someone honorable)  is pres-
		ent/home
	~®	. . . times
		. . . kilometers; . . . kilograms
Lola		as a matter of fact, . . .
		all
		my name is . . .
		Thank you (in advance).
Numbers lused	ro count days)	
lit?	— s	one day
	~B	two days
* Äoi'	= a	three days
J: o*>	E9B	four days
v	IB	five days
fro*"		six days
CO**	-t a	seven days
	AH	eight days
Z Z (JO*'	it B	nine days
		ten days
X S| Grammar
Potential Verbs
We use the potential verb to say that someone "can," or "has the ability to," do something, or that something" is "possible."
We make potential verbs using the rules listed below:
ru-verbs: Drop the final -tu and add -rareru.
(mi-ru) ->     Ü6;fa-g> (mi-rareru) iv-verbs: Drop the final -u and add -eru.
	->	?7lt5 Hk-eru)		->	firs
as Mö	-» ->	ft1		■¥ ->	<t
as* irregular verbs:	■» ->	35*		■»	uns
<3	■»		"T5	->	
You may note that the potential forms of w-verbs are considerably longer than those of the w-verbs, which happen to end in the liiragana i. (Compare H.htiZ> and 5 in the above list.) There actually are shorter, alternative potential forms of rw-verbs and the irregular verb < which are made by adding the suffix -rem, instead of -rareru. These ra-less forms are gaining popularity, but are considered slightly substandard.
Atv-verbs:
irregular verb:
t±i3
*
potential forms
Potential verbs themselves conjugate as regular n/-verbs.
alternative potential forms
tun«
V
/ can speak Japanese.
(The truth is) I cannot .swim.
We could not go to the beach, because it rained.
The tabic below summarizes the conjugation pattern of potential verbs.
long forms affirmative negative
Those verbs that take the particle £ can take either £ or Ai when they have been made into the potential. "C ^ 5 , the potential counterpart of the verb 1" h, is somewhat special, and takes A* almost all the time. (The use of & with X'b 5 is considered highly substandard.) All particles other than £ remain the same when the verb is turned into the potential.
verbs with 3E:
m¥%m& -> m^mmz   or m^m®z>
ttl^Sf 5 -» 1±Wc!'t5§ (tt$5r$5 is considered substandard.) verbs with particles other than ^E:
dtda-li)     ->   llHUttl-S   (No particle change involved.)
gdis v>$ids
To give the reason for something', we can use the conjunction fi*h. '  (reason) frtb- (situation)Q
Q: £n I X'<—t A — l-*fr^A,'C*f>K I4'7//y aren't you coming to the party?
I have to study today, because there will be an exam tomorrow.
short forms affirmative negative present H6tl&^
St 3t
past Utoftfc EBtt&frofc fe-form MbtlX
When you want to mention not just one, but two (or more) reasons, you can use I in place of frh. I usually follows a predicate in the short form.
i  (reason,) Us (reasons) [ys (situation),, I
/ really like my Japanese class, because Japanese language is interesting, and our teacher is good.
h^m^tzu ^zm$xnitzi. ^Tti^t^ustL/z0
Yesterday was a great day—a letter came from my family, and I talked with my boyfriend on the phone.
q : mi-n') tz^x-f^\
Do you want to go back home?
Afo. Life here in Japan is good, and I have good friends here. So I don 'I want to go back.
You can use just one L clause, implying that it is not the only reason for the situation.
Life in this city is an easygoing one. Things are inexpensive, for one thing. Sometimes the L clauses follow the description of the situation explained.
Professor Yamashita is a great teacher. He is good at teaching, and he is kind.
Note that I follows the short forms. In present tense sentences, this means that tz appears with &-adjectives and nouns, but not with ^-adjectives.
1In the very polite speech style, I can also follow the long forms, just like another reading connective which may follow long forms (as we learned in Lesson 6) as well as short forms (see Lesson 9).
I wilt study Japanese next year, too. I like Japan, and what is mare, the Japanese language is interesting.
H13I3M
l\-adjectives: ^-adjectives: noun + "CT "3":
<M -^O^T (It looks like . ..)
We add    ■) "C**f to v n- and ^.'-adjective bases to say that something "seemingly" has those
2
properties. When we say ~£ ■? "Ci~, we are guessing what something is like on the basis of our impressions.
To form ~£ i "C1~ sentences with v ^-adjectives, you drop the final v v with ^-adjectives, you just drop The only exception is with the \ ^-adjective \ which will be changed to X $ before    n .
Z co f) /v L £ 1 ft.     Tftfe app/e /oofo delicious.
I) L/':liX^?li<i^l' T t'"t0     // /ooArs Me //^ iveather will be fine tomorrow. / T 'J — 5 /UJTC&gT "C L /co /* /ooAerf like Mary was fine.
I  U-adjectives:     fcUUU   -> fcUU^O'cTT exception: -> cfccl^o^'t"
^-adjectives:     7cSi(&)   ■» tcE^O"c:^
_____i?a^£____ _ J™l*___j
You can use £ t *Ci~ with negative adjectives too. The negative ending 4'^ is changed to    $ before % i.
77m £<?<yA- </<y^ »o/ foo/i difficult.
ztz s^uir-x^-h^tr^&s * 7 -c*1"0
+ --------------------------
7/ rfoes not look like Tomoko is good at tennis.
You can use the adjective + % i combination to qualify a noun, f i is a &-adjective, thus we say £ i & before a noun.
2You can also use -r 1 "C"1" with a verb stem to describe an imminent event.
ffi^O i T -C"to // looks like it will rain.
The negative of the verb stem + ■?■ i "Ci" construction is somewliat irregular. ') Z ~, ■+£/_ It does not look like it will rain.
She wears a warm-looking sweater.
In many x i X"t sentences, the guesswork is done on the basis of visual impressions. It is wrong, however, to assume that £ i is inalienably linked to the visual medium. We use £ n Xi~ when we lack conclusive evidence. (For example, we say an apple is fj^ I <?■ n before we have had the chance to taste it. Once we have tasted it, we say £v> I v%.) With an adjective for which visual evidence is crucial, such as ^ ftv > we do not use x -7 and say that something is J il^^x "9 X~t, if it looks pretty; we already have enough evidence to conclude that it is pretty.
You can use the fa-form of a verb plus the helping verb A- £ to express the idea of "doing something tentatively,'' or "trying something." You are not sure what the outcome of your action will be, but do it and see what effect it might have.
I did not know the kai/ji. so I tried asking a Japanese friend of mine.
My friends say thai the cake at the shop is good. I will have a piece one of these days (and see if it really lives up to its reputation).
A-S conies from the verb JLS, and conjugates as a regular n^-verb.
A statement of the form "noun A & h predicate X" says that the predicate X applies only to A and is not more generally valid. The main ideas of a & h sentence, in other words, are "limitation" and "contrast."
Situation l
Q : 7" 7 isinzft^tz z n      f) i
Have you ever been to Brazil? A : zi^hjf^ tzZ£ tfh ') £ ?7 ;yl\<\m^ tz Z H tfb 0 & *tL»
I've been to Mexico, but never been to Brazil.
'You can optionally keep the particle l~ before *£ h in this example. Particles such as C, T", and i'b may. but do not have to, intervene between the noun and & h. while ll, *\ and £ never j>o with h.
1311«' i-r>
Situation 2
q : a*m**bfr 0 &
Do you understand Japanese?
A : UhtfbKhhfr 0 £ to
If it is in hiragana, yes.
t£ h introduces a sentence that says something "positive" about the item that is contrasted. In the first situation above, & h puts Mexico in a positive light, and in contrast with Brazil, which the question was originally about. In the second situation, a smaller part, namely hiragana, is brought up and contrasted with a larger area, namely, the language as a whole.
a-mmiz=®
You can describe the frequency of events over a period of time by using the following framework.
j  (period) \Z   (frequency) (frequency) per (period)
f£ti — jIFb] (-.=.13 H & jfov     i~0 I shampoo three limes a iveek.
f£ti —      \~ — E?^$l^1&f£ ft ^It i i"o   / call my family once a month. Xti-—^t-^EJ^f & Llto M3- father goes on a trip twice a year.
Sfsfíf
. -• *
ľ ^1
Expression Notes!
—^Ej$í< ► The plaving of musical instruments requires different verbs.
í' ^
For stringed and keyboard instruments:
3r *°        ^íÉ? guitar
ťľ/ £$11. /« p/ŕ/.!' ///ť
For wind instruments:
/« p/c/y saxophone
For percussion instruments:
F7A^/c/;< p/«y Me rfrwm
Referring to musical instruments in general, and TiS (for potential) are usually used.
i^fy^'J^WC^ i 1rfi\    Can vou plav any instruments? MA^ttSt'Sr^ 'J $.~ffi\    Do vou play any instruments?
Jt#/±#(Z^ Both ^-adjectives and 4"-adjectives can modify verbs as adverbs. With t ^-adjectives, the final t> is dropped and < is added. With ft-adjectives, lz is added.
\T#M?>(i^KLVi"C1"„ 77;<? Japanese class is fun.
\z «A few
W II II ^m!*^ t < M'Hi L X ^ * i'o      I studying Japanese
cr«ry flVv}'.
')ri <1      Vt'j f
I am good at cooking. I can cook well.
1,11111
m
Ä'
a { j
W. W Practice
C ISA, C litj.
A. Change the verbs into the potential forms. 0
Example:   fz-<%>     * fz^<hfaZ>
l. 2.1"5       3. 4. ?W) -5    5. < 5      G. A£      7.^*6 5
8. 9. (50f      10. 11. <-   12. ££;     13. lltzh <
B. Describe the things that Mary can do.gj Example:   J T <) — $       —* D&(f £-f0
in Japanese     early in the morning        hot bath
►SB-
C. Pair Work—Ask if your partner can do the above. Example:   A : —* ttjfctf £ i"j&*0
D. Pair Work—You meet a person on a blind date. To get to know them, ask if they can do the following things and take notes. Add your own questions. After asking the questions, decide if you want to have a date again with them.
Questions	Your partner's information
speak foreign languages? drive a car? cook? play tennis?	Yes/No     (what language?) Yes/No (good?) Yes/No     (what dish?) Yes/No (good?)
----------.................................—.................	-..........-......................................—.................-..................----------..........-.....—.......................—.....
E. Answer the questions using the potential verb in the negative. (^)
Example:   Q :        £ jf 11 & Ltzfra     (too expensive)
1. A > K <F) il V - £       t ltzt\    (too spicy)
2. !s@ £ I £ I £ *\,    (too difficult)
3. ') I L tzi>\    (too hot)
4. 5       l±J    It 5 lfzti\    (too busy)
5. jH^ £ X. £ L tzfi\     (too many) (i. j^-fi^    I L 7c (too cold)
F. Group Activity—"What Is It?" Game
The class will be divided into two or more groups. The instructor will show the name of a place to the representative of each group. The rest of the group
II13IMJ
members ask their group representative whether one can do certain things there and guess what place it is. The representative can answer the questions only with |£U or lK\x.. The first group that gets the correct answer gets a point. Change representatives.
Example:
Sample Questions: Answers:
I in # It
A. Answer the questions using ~U~L'. Examine the ideas in the cues and decide whether you want to answer in the affirmative or in the negative. @
Example:   Q : 0 A tz v ti\
l. 4sii.ilt L^t"t*\
(-fe^^&^i < * i ^^/^-ca/bo tt^^i i-yr/v^'L/co)
B. Answer the following questions and add reasons for your answer. Example:   Q : H ^ «0 Jfe & (i    L ^ X' ~$ 0
■ ■ ]        L hi ■
A. Describe the following pictures using
Example:   C «f L (i & ^ L £ 1 X'i'teo
Ex.   1~l (I) ^-^r (2) (3) m
strict
new
scary
lonely
S13SM
(8) -kiOA (9)&t>^/v       (io) &yf&^/v      (11) -kcOA.
smart sleepy warm sad
B. Look at the pictures in A and make sentences as in the example.
Example:   -ft    -*       ^ I £ T & i" I -"C1" tao
C. Pair Work Examples:
—Talk about the picture taken at a party using
D. Pair Work—Comment on your partner's belongings using ~J5-5^t:. Example:   A.^tU^i %&X~fte0
B : im# & «0T\ %t $ & <   * ^tt ft ^ /v -c-to
A. Respond to the following sentences using ~ 0)
Example:   Q : -       (i 1"C * "Cf J: o A : *£X&i~to
2. &<OB*i® £ il-tift £ £ L
3. c I * I/bo
4. ZW^r-^liJi^Lv^'tJ;,
5. &JjC(ifc t U^^f:ttlo
6. - co CD tii fikifzX~f£o
7. C«9##(ite*']-Cl 7c i0
B. Talk about what you want to try in the following places.
Example:   Q M > K tiW LX&tz^ X'?t\
1. 77')^       2. 3.74        I. 77 y/i,       5. f-<7 h       6. ?
A. Answer the questions as in the example. £>>))
Example:   Q : ^ 7 V - $ >Ui It $ .   a - t - £ tfc-& £ L tz ti\
A : (O tea   x coffee)
1. /■ T >J - * /v \$;<4 9 I'-Mil ± -ft\ (G bicycle    x motorbike)
2. yr'j -*/Ui~^-v-7 > Ki:lt-3 tz z ztfb 1 £ ti\
(O Australia   x New Zealand)
3. /T'J - Hli^7j Llt^o
5. ll/v^/vtife^C^^O^-f
fi. (t/vJ/vli±f BC^^Itb^it^o
G tennis x golf)
G history x economics)
O friend x girlfriend)
G Sunday x Saturday)
B. Answer the following questions. Use ~~&E> whenever possible. Example:   Q : X # —\/ £ «£ < JL i 1" **0
1. ?Mif#a<-e$ i -t**o
2. r/^M hH/:;^*^')! ~f^0
3. B*^f\mv\%tii t*\
5. $ £ t*\
6. ti&-t>*%*t£ t*\
A. Look at the following pictures and make sentences as in the example. @
Example:   — B (: ^ l@]       £ to
Ex.   twice a day (1) three times a day (2) seven hours a day
B. Pair Work—Look at the pictures in A and ask your partner questions using the patterns below.
■3:1-*'
Example:
A : B ^Lli-B izfim^i i-*»0
C. Class Activity—Ask two people how often they do the following things. Add your own questions.
Example:   go to a barber/beauty parlor
-   A : B S/Uii: < fcm/tk&ffil-?f $ il^o B : —>M t;-i3<*£, Wf S 5 to
13SN
Questions	(         ) ^/v 1   (          ) e?/v	
go to a supermarket cook		
do exercise		—......----------------------------.............................
go to concerts	...............................................................—.................—	
fw)£<!:«>0J*§
A. Answer the following questions.
1. fi^l-W"C\M ltz*>\ iWX'$ i *kLX- I tzij\
2. WRtWIil -f *\,
B. Pair Work—Talk about part-time jobs.
1. r;u/<>f h £ I 0 £ 1"*'0
2. i^U l/i^o
4. ^ £ L
5. —^rac^ UU^iL/iil'o
C. Role Play—One of you is the manager of one of the following organizations, and the other is the student who is looking for a job.
(a) Call the organizations and make an appointment for a job interview, as in Dialogue I .
(b) Then, discuss experiences and qualifications, etc., as in Dialogue n .
'bib B ^Mf^rf£      T y'7 • 1^ 7^/1/       iL^/It/n0 — h tf/v * 7 < y }- ^X777'     /no —^m&fi^
D. Pair Work—You have made a phone call to a friend, but your friend was not at home. Continue the conversation in the following situations using the additional expressions below.
1. Ask when your friend is coming home and say thai you will call again around that time.
2. Leave the message that there is a vocabulary quiz tomorrow in the Japanese class.
3. Leave the message that you can't make it to a party tomorrow.
Start the conversation like this:
A : UU, iffl 5 L^V>^X"th^
B : ihwx*i-0
B : tefrliX^i-ftfo
...... ............... i
Additional Expressions:
£ tz%if Llto (1 will call again.)
X c       ^ICt^'feo tz Hfcx. X < tz'^^o (Please tell her that Smith called.)
(Please tell her I can't come to the meeting.) ;  f£^'tf£#Jf-ti 4 7 1 - 3 9 8 0 X'to (My number is 471-3980.) i   i^L { K«v>Llto/MLIto (Closing remark)
1313?«
mj-c
At   the Bank
Useful Vocabulary r7^7~ X'f - x 7 ^ a/*
f'J-f ------
«?4
Jf- -V 7 -> jz # — K
traveler's check account interest commission bank card passbook savings 100-yen coin amount
personal identification number
Useful Expressions
'J;^74- £ L tz ^AsX-i'tf £*„
I would like to open an account.
I would like to close an account.
Please change dollars into yen.
1 would like to cash this check.
I would like to deposit money into the account.
1 would like to send the money to America.
Can you change a 10,000-yen bill into ten 1,000-yen bills?
I will withdraw money.