genki 1 an integrated course in elementary japanese1 phần 6 docx

Its negative short form is k < 3 ~ ~ .Verbs in the negative need to be analyzed in more detail, because 7%-, u-, and irregular verbs conjugate differently.. Negative short forms of ve

A Sue is going to the following places to do the things below Make sentences like the example @

Exa - 75'.,i= 3 (Kabuki) -% Fb &

A

- 3 kI;t;g@i:hll:=3 2RC=E

B For what purpose would you go to the folIowing places?

Pair Work-Ask your partner the following questions

ExampIe: A : ~ Q l % ~ G = ~ ~ h h ~ # T A ~ ~ $ ~ i 5 ~ ,

0 2,Ll:'L

2 ~ ~ ~ X ~~ ~ -, a A~ p - 5 ~ ~ t L t

(nationality)

A Answer the following questions

6 Class Activity-Show a picture of your family to the class and describe it

I Older sister ! S@(;fi4k r 2 2 @

Younger brother

Younger sister

1 Child 1 % ? % A I 1 ?J %a3 I Grandmother

*Depending on each person, several words are used for spouses, e.g+, for husband, T S L Q ,

j p-<+7 - Barbecue

@ Robert is cooking at the barbecue

Michiko: Takahi, would you like to have a barbecue party tomorrow?

Takeshi: That's nice Who will come?

Michiko: Sue and Robert will come I think Mary will come, too

Takeshi: How about Ken?

Michiko: Ken said he had a part-time job

Takeshi: Too bad Shall I bring something?

Michiko: I think nothing is needed

Michiko: You are good (at cooking) Do you like cooking, Robert? Robert: Yes, I often cook at home

Michiko: Shall I help you with something?

Robert: Well then, cut the tomatoes, please

Robert: Shall we start?

Michiko: Don't drink yet Mary said that she would come

M a n : I'm sorry for being late

Everyone: Well then Cheers!

the day after tomorrow

weather forecast place

tomato

summer something

clumsy; poor at (-fir) famous

* i3hA,12P~~ &fT Cheers! (a toast)

* 3 f5 + negative not yet

I Verbs and I,\-adjectives in the affirmative (a above)

3 same as their dictionary forms

&-adjectives and noun + T q in the affirmative (b above)

'Various names have been given to this paradigm They include "pIain forms," "informal forms," and

"direct style." Long forms, on the other hand, are often called "polite forms," "formal foms," and

"distaI style."

As noted in Lesson 5, the adjective L > L \ is irregular Its negative short form is k < 3 ~ ~

Verbs in the negative need to be analyzed in more detail, because 7%-, u-, and irregular

verbs conjugate differently

Negative short forms of verbs (c above)

ru-verbs: Take the final 5 off and add at\

With verbs in the negative, the following three points are worth noting

(1) The negative short forms of verbs that end with the hiragalza ?J are b td: I \ instead

2

of $Q~:L\,

f2) The vowel changes with the irregular verb < 4

f3) The verb $J B in the negative is l \

We now turn to discussion of how we utilize short forms In this lesson, we will learn to

use the short forms in the following four contexts:

In making negative requests ("Please don't .") (See 3 on p 157.) A

2This suggests that the bases of verbs like R 3 and % i actually end with the consonant w This conso-

nant remains dormant when the base is [illowed by the vowel i, thus we have 3 5t, where w is

d

lacking, but it surfaces with the vowel a following, 3T *- A b This mystery consonant also explains why

the te-form of such a verb has the small 9, just like verbs whose bases obviously end with a consonant,

such as Z 5 and 99

I n expressing ideas like "I like doing ." or "I am good at doing ."

(See 4 below.)

Quotations To quote a person's utterances or thoughts, you use a clause ending with a predicate in the short form, plus Z S 7 T L 12 L f: (They said " ."I, kf ,E! ti, L I 3 T ((I think that ; ), and so forth L is a quotation particle, which does the job of both the English word "that" in indirect quotation and of quotation marks (" ") in direct quotation

1 think Takeshi likes Mary

Casual conversations Two people who are close friends or family members speak with short forms at the end of sentences, using them as a sign of intimacy The use of long forms, in contrast, tends to imply the speaker's intention to "keep a proper distance" from the listener Short forms, then, are like talking on a first name basis, while long forms are like using "Mr." and "Ms."

It may not be easy to decide when it is appropriate to switch to short forms First of alI, Japanese speakers are often very conscious of seniority A year's difference in age may in many cases totally preclude the possibility of establishing a truly "equal" relationship

3Note that the present tense in Sue's original utterance is preserved in Mary's report

4To say that you &'t f h i ~ k something is the case, it is more common in Japanese to say it like-$bl 2,E b1Z (I think that something is not the case) than l: ,Fi 1,125 +.?A (I don't tksak) Therefore:

( % L ~ ) $ ~ ~ ) - S A I ~ ) F ; ~ ? L P L ; ~ P @ ~ ~ ; J P ~ ~ ~ ~ , B ~ ~ S T ~

ft;&'t think Mary likes ~ a k e s h f (=l think Iw"a"ry doesn't like T a k a h i )

Second, license to use short forms is not mutual; senior partners may feel perfectly

them with long foms Thus if somebody who is older, say, your Japanese language

return the favor

conversations

.In the casual conversational use of short forms, question sentences do not end with

the question particle but with rising intonation alone

T h e I? ending of 3-adjectives and noun + CT constructions (b in the previous sec-

tion) is usually dropped

In casual conversations, Cd \ and 2 are often replaced by the less formal .j and

-i i t L

To request that someone refrain from doing something, one can use a negative verbal

short form plus t { fF 3 I

2 z -c*F&$$&(, Q L l T < f Z 3 L

L P L L Z

PEeme don't take pictures here

negative short form + T < Tz"eL\ Please dm't

nouns Thus 8 t2 $s"3$ 3 TTf 3 b l-iI" T can, besides describing your preference for

items denoted by nouns, such as $3, also describe your preference for activities, such as

h l

swimming, drinking coffee, and studying Japanese Add to a verbal short form to

express the idea of "doing x."

(5%EA)3E2@%-P4 @h45 bbW-P,

hi'i - r + - ? < -

I don't like clea~z.czrag my room

"To be good/bad at doing something" is 9~~13 I-3 (is good a t and -&zT+T?

Takeshi is not a good speaker o f English

person (a activity (verb) G l ) ~

(2) the noun is, per the function of the particle id, presented as the topic of the sentence

(us for Robert, he went to Okinawa)

What if we both know that somebody went to Okinawa recently, and I know that it was Robert, but you don't I will say:

ROBERT went to Okinawa

'To describe one's skills or Iack thereof, we also often use a different set of expressions, namely, h2Z

{ LxTT (is comfortable with 1 and 71rzl:75'.ilf P (is uncornfortabIe with 1

4 , * % T{ * T o I am good atlcmnfortable with speaking Japanese

This sentence means that Robert went to Okinawa, which in English would be uttered with an extra emphasis on the name Robert His identity is the new piece of information

provided by this sentence It is one of the functions of the particle 15." to (1) present the subject of a sentence in a way such that (2) the noun will "fill in the blank on the

Who went to Okinawa?

Compare: X - U $+% t tfi 3 3 L f z dao

Whkh class is (fhe most) interesti~g?

S * ~ O ? ? X & ' ; ~ ; & L & L \ ~ * * o

i: I X / L z

Japanese class is

( 2 ~ ' , 7 - 3 ~ - C + ) i F ; ' ; f i h ~ & d ~ ~ k 2 h h t 3 ' - C ~ \ a -$-hh,

Who wears glasses fin this class)?

& T % % t ~ ~ & & ~ # a 2 ;t)*dfCC L \ 3 To

r 2 tL f : + & t t t >

Professor Yamashi fa does

The word for "something" is m;b-, and the word for "anything" in negative sentences is

hl:

H & *

t l r z

"Some" and *anyM in:

positive statements $iIhx

These two words are used in places where the particles 13, 75<, and 2 are expected In

these contexts, they are used on their own, without the help of particles We will learn in

Lesson 10 what to do in cases where particles other than these are expected

No, the cat did nof eat azythizg

-Fa b Most irregular verbs are compounds of nouns and the verb T 8 If

to cook cookilzg Robert's cooking is good

Some of these nouns can be used as the "object" of the verb 9.3

B Answer the following questions in informal speech, first in the affirmative, then

Example: good at Japanese

1 often cooks 2 drives a car

3 doesn't smoke 4 listens to a Japanese language tape every day

5 doesn't go home late at night 6 doesn't drink alcohol much

7 often goes to see movies 8 not married

9 likes Takeshi 10 busy

11 a good student 12 not tall

13 not scary 14 not quiet

15 not a freshman

B Make a guess about the person or place below and answer the following

questions

Picture A

Picture B

C Make a guess about t h e following things, using &EL\%$

8%

I the weather tomorrow

2 the next test

3 what your classmates will do tomorrow

A Report what the following people said, using - - t Z = Z L \ t Lf; @

L i

Example: % 7 ' ~ - / ~ f l l d 8 T & ~ ~ ~ T ~ o

:,&If7 I .fi)' + Q : %7"1 3htJBZZ-;,ril~\3 ~ t 6 ~ ~

E X i >

A : +aCd*rt L L \ Z ~ ~ - C L \ ~ LLI*

:&It-? \ +7i: I I

the class later, using &FTTLI% bt;

What would you say when you want someone

Example: not to look a t your photo + % ? ?? 3 { f? 3 L io

r,

I not to speak English

3 not to come to your house

5 not to smoke

7 not to forget

2 not to calI you

4 not to go

6 not to sleep in class

8 not to stare at you

9 not to start the class yet 10 not to be late

11 not to erase the blackboard yet

( 2 < I%A)

A Tell what Mary is good/poor at, using L~ l P 7 d T or T q T t .\ t

Example: tennis (good)

+, % ~ ' J - - $ ~ I A Y = X ~ : ~ _ ~ ~ + T - $ ,

ci+ 7

swimming (poor) + % r '1 - 3 hl;t*(aa7Sf7;+T-j-,

2 - 7:

1 French (good) 2 video games (poor)

3 cooking (good) 4 making sushi (poor)

5 speaking Japanese (good) 6 taking pictures (good)

7 driving a car (good) 8 eating with chopsticks (good)

9 writing love letters (good)

( 7 7 b 9 - )

B Pair Work-Ask if your partner likes to do the following activities

Example: studying

1 eating 2 sleeping 3 singing

4 doing shopping 5 playing sports 6 studying Japanese

7 doing cleaning 8 doing laundry 9 cooking

10 taking a bath 11 driving a car 12 washing a car

* If you neither like it nor dislike it, you can use $f 3 T & 3 h i \ T % W 1 I *A

A Use the table below and answer the questions @

UX

B Pair Work-Use the table above and ask your partner questions with Ehtii

doesn't like cats

likes dogs

likes cats

doesn't like cats

B Answer the following questions

Example: Q : 3 'j @R ZE3 X/ 3 3 L 7i 15.,

I f X '61: 7 (

A : 1 3 ~ 1 , Z/pY.;r?-f (spaghetti) & @ 3 3 L k ,

7 <

A Interview one of your dassmates about any future plans and report to the class

6 Pair Work/Group Work-You are planning a party Decide on the following points and fill in the chart

C Class Activity-find someone who

I likes to study Japanese

2 hates to do cleaning

3 Iikes to sing

5 whose mother is good at cooking

D Pair Work-A and B are making plans for a one-day trip with two other friends

C and D A knows C's schedule and B knows D's schedule Play the roles of A

and B Discuss your own and your friend's schedules using &E=ZL\Sbfz, L\

and find out which days all four of you are available

Student B

1 B's schedule

19th: do a part-time job

27th: go to eat Japanese cuisine

28th: go to Kyoto to see temples

b\,3<*- L Kabuki

a Mary and Takeshi are talking

Takeshi: Mary, do you like Kabuki?

Mary: Kabuki? I don't know it well But Robert said it was interesting

Takestti: I got two tickets for Kabuki, so would you like to ga to see it?

Mary: Sure When is it?

Takeshi: On Thursday From 12~00 to 16:OO

Mary: It was beautifuI

Mary: No, I haven't eaten it yet

Takeshi: Then, shall we go to buy it?

Takeshi: Excuse me Two box lunches, please

Vendor: Here they are

Takeshi: And then, one tea and one coffee

Vendor: That is 2,800 yen Thank you very much

V o c u b u l a r y

good child color boxed lunch spa; hot spring Kabuki; traditional Japanese theatrical art

guitar

g medicine

%Pikk to take medicine

concert 4-EZ near future

blue red black lonely white young

/

b=L? d Z & 6 XR1ScaBj Q to be popular

l 3 ~ ' 2 & * $ 6 (something) begins (- BS)

V ( @ < to play (a string instrument or

a Past Tense Short Forms

We will now contirlue the discussion on short forms, which nre started in the last lesson

Here we will learn the past tense paradigm of short forms

Kelow is a brief discussion on the formation of past tense short forms

3 replace T / P in te-forms with k / f 2

1 I,\-adjectives in the affirmative, and all categories in the negative (b above) '

+ replace the final L \ with h\3ft

! $-adjectives and noun + T b in the affirmative (c above)

3 replace f2 in the present tense short forms with 7?7fz

The two irregularities that we noted earlier are observed here once again They are:

Short form predicates in the past tense can be used in the same way as the present tense

forms, which we discussed in Lesson 8

In represented, or quoted, speech

X-3,&[3., Y:3 * % a % & h s & 2 $ x i ? f b h f : Z s 9 T ~ 1 2 Y 3 6 % Lfzo

Sug said that she wore (had worn) glasses ia high school

Note that in Japanese the tense of the original utterance is preserved when it is reported

If you are reporting somebody's utterance in which the present tense is used, you must also use the present tense inside the quote Thus, if your friend Sue said 4, El $W & %

Sue said that she was studying Japanese

The short forms of verbs can be used to qualify nouns, much like adjectives can In the example below, the phrase & Z T + 5 % A, h c 1 \ ((reading a book over there) is used as

The studelet lwho is readkg a book over there1 is Michiko

The following table shows various forms of noun qualification The phrases in the boxes

qualify the noun A (person) to their right Example 1 is a straightforward adjectival

f + Y

example ~ x a r n ~ l e 2 contains a phrase describing a person's attribute (Lesson 7), example

3 has a verb in the short form (Lesson B), and example 4 has a 3-adjective, which is relational (Lesson 5)

2A quali£ying phrase like this, which has a sentence-like structure of its own, is technically known as a

"relative clause."