as) ►eg-xaa
JK[yy*?^{yžr— Valentine's Day
14
šlS Dialogue
A month before Valentine's Day.
4/T'J-:    Ýftfávn^i l3h,a-£A,;teo
On Valentine's Day.
1 / 7 'J - :    /"- tt L < /v. (á^ \ ^ tic
2 felt l: (í<{:? íTŤ ifc 9*f£ To IHJt-K
3 y T 'J — :   -) /v0
5 ?
6 'J - :    -) /U Ltl4"^^bf t^to
7 /eft I : ifv^v>i:0 h 1 *>*z i
S14SM
^1^ The next day.
tz It L : / T "J        < ft/č A^to
7c tt L :   "C i, o/s- ]> $ /v(i* 7 4 h r- *f-C1"«t 0 i? 3 > :   *7>í hr - ?
7ctt L :   tx.. f?ť9AláH J3-hsa ufcžfcL ž Líc < t^ttíc^-c-Mo
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.
PP fo))]
Vocabulary
Nouns
ďfe ÍC (my) older brother
* žl^-Ž/u landlord
* t?frž.L return (as a token of gratitude)
6 < $ ^ H $ ^           (your/his) wife
Jo L* $ /v uncle; middle-aged man
H ÍÍ $ ^ aunt; middle-aged woman
7 ý 7' club; student society 7 'J X7X Christmas -'Li-řU/v ;'iA           (your/her) husband 3 7 ~7° tumbler; glass
$ íj M                  plate; dish
UWv Bfřal time
* -f- 3 n V — |- chocolate "C/vU-Zl' €f -^ -)V e-mail
n^C'^A stuffed animal (e.g., teddy bear)
%7 9 A necktie
íi íi -^r                  (my) mother
* >;7 >f >t— St. Valentine's Day t'T^"#    7 camcorder
T ^J, ^.if-              married couple; husband and
wife
* * 7 4 h T — "White Day" (yet another gift-
giving day)
-777- winter scarf
3c /v*5' if.®             comic book
"V > i/ a > multistory apartment; condominium
&ů*As mandarin
VP Tfh 4a lit ring
radio
IllU parents
^Hi resume
» Words rhat appear in the dialogue
U - adjective
* (3 1^
to want {thing
/([■adjective
(t *> (ft) stingy; cheap
(/-verbs
i-i ( -5 & to send
* Mo"9 to look good (on somebody)
(person (-)
R</-verbs
& ^ <o A6 -S to give up
* fa if ?> to give (to others)
{tiling £ person lz)
* { ti %> to give (me)
(thing & person lz) "C ^ § to come into existence; to be made
(~*0
Irregular Verbs
^•-9 7cXi"^ fBifc-f-S to consult     (person Iz)
~7°V rfi — X'f %> to propose marriage
(person lz)
Adverbs   and   Other Expressions
* & ft U Is! L' same
3s i fa/C last year
* ~ < /v ~g Mr./Ms____(casual)
* C /v ft~ ... like this; this kind of . . .
I makes a noun plural J htzLtzty fatz%> we
* %> 1 1 exactly «fc < well
Counters
* ~Z ~j@ I generic counter for smaller
items I
~ $ ~o ~# I counter for bound volumes I
~7c";n I counter for equipment 1
~E [counter for smaller animals I
[counter for long objects I
S: J£ Grammar
II means "(I) want (something)." It is an v -"-adjective and conjugates as such. The object of desire is usually followed by the particle Jr. In negative sentences, the particle ii is also used.
/ want a good kanji dictionary.
When I was young, I wanted a toy Godzilla.
') III < h 0 t^U I don't have much desire for money.
\    (mt) Xif   gUL\ / want X.
\__ftfcO _ ____________
II I v >is similar to tz v ~> (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.
'Among the words we have learned so far, (sad), i it I ^ (glad), and ^>f;^ (painful) are private
predicates. The observations we make about li      below apply to these words as well.
mum<
J X 1 Z $ /v (i 7 7 v 7 7 «0 CD      L < L 1 i o
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 tztfi, which replaces /iv->.
(I understand that) Tomoko wants to study English.
(ft*-11 too has a special verb counterpart, 15.L¥5. It conjugates as an ?<!-verb and is usually used in the form (JLi'-jt^?, to describe an observation that the speaker currently thinks holds true. Unlike (5 L v\ the particle after the object of desire is Sr.
(I understand that) Tom wants a Mend.
We have already learned the expression "C L J; ■? 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 h i-y-/v, and its short form counterpart t L=ft&^\ are much like "C L J; and mean that something is a "possibility." You can use t L fo £ -fciVv when you are not sure what is really the case but are willing to make a guess.
t Lfii^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.
// may rain tomorroiu.
/: till- tf  5 /;*•
Suzuki is perhaps taller than Tanaka.
-c a. ^
77«? weather may not be good tomorrow.
Tom may have been a bully when he was a kid.
Just like "C I x -5, t) L ti £. goes directly after a noun or a &-adjective in the present tense affirmative sentences. In other words, tz is dropped in these sentences.
IV.
Tom is a Canadian.
Tom might be a Canadian.
Professor Yaniashita is fond of dogs.
ho/' £s' possible that Professor Yamashila is not
fond of dogs.
Present tense, affirmative verbs: < l\-adjectives: ^-adjectives: noun +~C~§~:
4d
7C5a
ah «
O *l«/<*iS/!fc65
Japanese has two verbs for giving. The choice between the pair depends on the direction of the transaction. Imagine a set of concentric spheres of relative psychological distances, with me at the center, you next to me, and all the others on the edge. When a thing moves away from the center, the transaction is described in terms of the verb fctf -5. When a thing moves toward the center, the verb we use is < tv%>.
I give to you. '
You give to others. i
/ give to others. ;
Somebody gives to somebody else, j
Somebody gives me. You give me. Somebody gives you.
With both h If £ and (til, the giver is the subject of the sentence, and is accompanied by the particle (i or fi\ The recipient is accompanied by the particle
-►
<-
foli*W-ictOAlzft & fctf £ to / will give the woman flowers.
The woman gave the man a watch.
•ij-'L/S, •('.'.I.' <*i
My parents may give me a new car.
(giver) (recipient) |I   -{ \ (giver) ^wes to (recipient)
Transactions which are described with the verb ( ti%> can also be described in terms of "receiving" or & h i. With & h i, it is the recipient that is the subject of the sentence, with li or fis, and the giver is accompanied by the particle lz or frh.
bfj.      t,to ha .'<■'.       L' L 4
/ received an old dictionary from my big sister.
(recipient) [t/iř  (giver) L/^N6   ^to (recipient) receives from (giver)
Compare the above & h ■? sentence with the < ttl> version below, noting the particle switch.
i,n    ht:l i: i j
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 &tf S . ( tiž 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. ^tWi:fiftz < txi Ltzo The President gave my Utile sister a letter. 3 í í> i is like < tlí and implies that you identify yourself more closely with the recipient than with the giver. Thus it is wrong to use i h n if you receive from me, for example. (It is one indication that nobody can be detached from their ego.)
X ( h ti. tz l±) h f M Ž i h ^ í I t: >><„
Did you receive a letter from me? You can use i> y> i for third-party transactions if you can assume the perspective of the recipient. mi-hiitmz^-fiki: t^'iLfc, My little sister received a letter from the President.
o
tz h if n "t'i"after a verb conveys advice or recommendation. The initial tz in 7c b tf^ "CI"** stands for the same ending as in the past tense short form of a verb in the affirmative. In casual speech, tz h if l may be shortened to tz h if l or 7c h.
How about taking some medicine?
tz h if ~) "C"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 7c h if n "C"f    but should use
Why don't you come to my place?
WnW number+=fc / number+ l/fr+negative
Let us recall what the basic structure for expressing numbers is like in Japanese.
Why don't you study harder?
"9 %K^i^t/^\
Compare: X  •) f>\Z^tz h if "9 t\
There are three cats in our house.
*\S £ =«^1 L tz.
We bought three umbrellas.
You can add t> to the number word, when you want to say "as many as.
i,r-±    uu Hz
My mother owns three, count them, three cats.
mim4\
\
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."
iM      i; IIA. r I j      k-> 3-3" t,
/ /mye o«/y one Japanese dictionary.
There are only two computers in this company.
■any
Expression Notes
-4
m
MM
B
HR
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.
IHI:f'"?r:fclM\? This is a question that simply asks for a yes or a no. These types of questions hardly ever have the question particle /j> at the end. The rising intonation alone marks them as questions.
T"c7£&"tZ—■9—o tc, the short form counterpart of T'1~, is usually-dropped after a noun or a ^-adjective, unless it is followed by fa or X.
Zhj%£.(Dtr\3L>'fos-ofi:fofizo /-otz is the explanation modality, the short form counterpart of A,X~i~. Female speakers have the choice between the gender-neutral Ltz and the more feminine <D in closing an explanation sentence.
y*>? 'J—1SxWihjtz.(br?   Manv  question   sentences  in   casual spoken
35
Japanese end in (0, which is the short form counterpart of the explanation modality /vT'l". As are questions ending in /vt't^, most CD questions are fishing for detailed explanations as a response.
WZ.d}~CQ The /e-form of a verb is used as a request. More politely, you a
of course would want to say ~T < fc* & U.
MB
v
IMS
,3-
iff® Hit
si
t£<S®^ tifo at the end of a sentence, after a short form predicate, indicates exclamation of admiration, frustration, or some such strong emotion, tifo is mostly used when you are talking to yourself.
Woiv, isn't my Japanese professor nice!
Whoa, this is a great textbook!
Gee, am I hungry!
Dam, isn't that guy cheap!
If*-*'
TlT^-S) ► ?'§-Shas a number of different meanings depending on the context.
mm.
V n -
'can do/be good at/do well"
'be completed/be finished"
If A li/u
"appear/come into existence/be made'
/ am capable in Japanese. He can't ski.
I didn't do well on the exam.
Dinner is ready.
Is your homework done yet?
A new store has opened. I have made many friends.
mm
1 i.»v
SS if Practice
A. Items marked with O are what you want, and items marked with X are what you do not want. Make sentences using I5ULV @
Examples:   ^HlL^^X'-fo Ex.     O x
(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 Kl/U.Q
Examples:   -f^af, ^tflll    o tz TT0 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 : f&O^. $-ti*lllfr~DtzX*1'J>\ B : vu^. lit < h 0 i-tf/C-Clfco
D. Pair Work—Ask your partner which of the two items in the list they want more of and why.
Example: >t° -
<n
A : ^i L *C"C"t*'0 1. 3 h Wfi/CD
/, i > . .i is
3. rPh'/ft
4. *8/*
5. *m/&&
E. Pair Work—Ask what your partner wants/does not want for their birthday. Report your finding to the class later.
Examples:   it ^ /v ti 3 > b' i - 7 - £ 15 I       T v ^ i\
A. Look at the picture and change the sentences using —^=fe L/tl^1±Ay.
Examples:   th <7)-kC0Ali<££.-C"t0 (maybe)
h V-kp A tij££ "Ci"0 (maybe not)
1. *      <T) A (i^jfi It" 1*o (maybe)
2. !? CO A Ji   £ "C 1\ (maybe not)
3. &<9*^A(2r —X**.h-^-Cl"o (maybe)
4. ft CO I? «0 A (i^j&'-f&v > f-fo (maybe not)
5. ^\ &^"C"t0 (maybe not)
6. i^iWAIi^Sf-^ Hlto (maybe)
7. I.O^A^^AIi, 4\ IKUvxi"f0
(maybe not)
8. &<9^<9AliJ£*&L*C^3: 1% (maybe)
9. ft^^tfOA^^^Aii^f "Cto (maybe not)
10. i^OAIi^JOAt:^'*1) Ito (maybe)
11. A (i ^Wtt-XH^ L/io (maybe)
B. Complete the following sentences.
1. hltz^%%&
2. fAli
3. *A/=-Jb«DB Ji_
4. fAW £ & ') c7)A(i,   ^ tfO 7
5. ^$WJL
C. Pair Work—Ask your partner what they think they will be doing in twenty years. When you answer, use ~fr=fcLtl£i^/~£jpu£t".
1. irziz&AsX'^i-tfr
) ►sis • xmm
2. m&ix^£t*\
4. £ t^o
L  :>: -to;
6. fc^#^-Ct*%
7. it* J; < j*T£ I £
8. B*.t&£&3£L--tv^1-j&>0
A. You have just come back from a trip. Look at the picture and tell what you will give to the following people.
Example:   X \~ fciS £ & If i 1~0
B. Pair Work—Ask what your partner would give the following people on their birthdays. When you answer, give reasons, too.
Example:   A : &X * A,«M£B       £ h if S r> i 9-C"fa\,
1.       $ /v 2. fctif* /v 3. ti L* 5 /v
4. ic/cfe 5. 6. tifc/fe*
3fl4lM
C. Look at the pictures and make sentences using < tlS/fcto. oJ
Example:   'ik-k¥^ "7 7 - £ < ft £ I tz0/'ifc-k l'--? 7 17c0
grandfather
parents
grandmother
D. Describe who gave what to whom using Stf§/<tl5/:fcbo. Example:   S J: 1 - $ /Ui t'/U $ /v J:-fe - ? - £ * If i L tc0
► SB•XS«
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 : tz 1} L $ L (i / T 'J - $ L KfS £ h If £ I tz *>\
Picture A
Partner
F. Answer the following questions.
1. i^^)M4Bt:M$; U^l I tzt>\ '
2. 7 'J XvXUfiCi^ &lf 5 L/c*»o
3. 7 'J X7XCM!M^ < Hi ltzt\
6. %Ltz't>e>m.£.Blztt£blftz^*'Ctti*o
8. -tint < Kfr^tz-?V*£> h fiH-t-t*\ ^til: t> b^l Lirc*>o
A. Give advice to the people below. @
Example:   / T 'j —/check newspaper   -»•   It HI Ž IL 7c b    1 X'i~ů\
Ex. check newspaper
1. consult with the teacher
2. send resume to companies
3. go to a party
4. join a club (7 7 7"l:X5)
5. give up
6. propose marriage
7. give her a ring
8. meet her parents
B. Pair Work—Give your partner some suggestions on the following comments using ~fc6£'o"Cl3"ft\
Example:   A : BI*f$ \^A,-C1\
B : L* # h. ^Cfořcbťi X"f*\,
2. £^#/7*řížl W^-C1"0
.i. í: 'Jň-
5. &3£*f* J bVN^^-C-f0
6. J: < «b*i&^A/-ct„
7. ŽLtzt,*íX'$ ^v^^'C-ř0
8. tó&^&^A^-fo
9. tiL/tiL-ktftfttX*. fít < tl^^^tto
cfc   U *Ay ^A/*<t5
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 —l/fr. Example: fe^LH/:
-«: ,/u \
V 3 > $ /vL L ± ■ti■^*C* L 7c0
Ex.       L Jc L 7c
4 hours
30 minutes
		Itz |(3)ftot^i t			(5)«5 t
y 7'J -	m			IS	1] hours @ 5 hours
i/ 3 >	11			1	
9999
H4SH
.17
C. Pair Work—Ask your partner the following questions. Respond to the answers using —l/fr or      when appropriate.
Examples:   £ Ltf £ ^ flfH# ot^tf*',
- A:!/v^'JW#otwiti>0
B : -Mot^lt
B : ftCb^^t^lt.
iff!;-: t
2. *cr)n LIU:
6. •b-^-*^*Sct#-5-C^i"f*4o
"w^&flDJ
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.
(b) What kind of unique events do you have in your own country? Explain one of them in class.
i
B. Class Activity—Show and Tell
Bring something that you have received from someone and talk about it.
Example:   Ztll£$itfiX~ro UiBWUIL?:, It*, &COfmiZ&l1'tz
C. Role Play—Using actual items, engage in short conversations about giving and receiving things. Use Dialogue I as a model.
Pair Work (!) E. =======^—.—:—z=^==============-
Example:   A : ^ItLHIi/T'J - $ Aslzfä £ hlf £ L tz J>\
Picture B
Partner
Counters
	C (1!)	$o (#)	V* (E)	(2^ (*o	tz^ (&)	(#0
	small items	bound volumes small animals		long objects	equipment	flat objects
. ________...... 1						
2	i::				I'-tz'^	
3	?/v:				$ /v7c'\. ^	
4	U:				X/^tz^	
5					Z'tz v >	
6	h^z	h < ?o		Motive	^> < *	<
7						
8						life 3 ^
9				$ VP 1 (3/v	J ^ •? 7c" V ^	
10			V yp olf^		l* vP 1 7c'^	U vP -9 i ^
How many	^ < o				tiifvtz^^	
	candy tomato	book magazine	cat dog-	pencil	computer	paper CD
Examples				umbrella tape bottle	TV car bicycle	
	eraser	dictionary	snake			T-shirt
* Notes:
1. The pronunciation of numbers 1, fi, 8, and 10 changes before the counters C,        IT-and
except for h < *-o.
2. The initial sound of the counters U~ J. and !.i/v, changes to lr°$ and I2X after numbers 1. 6, 8, and 10, and to V* $ and II*/v after number 3 and ft/v, respectively.