genki 1 an integrated course in elementary japanese1 phần 5 docx

, Describing Two Activities You can use a tiifam if YOU want to combine two or more verbs, as in decribing a sequence of events or actions f"I did this and then I did that".. In oth

B Glass Activity-Show and tell

Bring pictures you took on a trip Explain to your class where you went, what you did, how it was, etc And later, other students will ask in detail about the

trip

Example questions:

C Role Play-Using Dialogue I[ as a model, buy some stamps and postcards

jy-bshCT)-FJ A Day in RobertYs'Life

Prof Yamashita: Robert, pIease read the next page

Robert:

Prof Yamashita: Robert, please wake up You cannot sleep in the class

Robert: Mr Yarnashita, I forgot to bring the textbook

Prof Yamashita: Please bring your textbook with you We use it everyday

Robert: I understand I'm sorry

Sue: Robert, you had a hard tirne today

Robert: Yes M a y I borrow your notebook later, Sue?

sue: Yes

Robert: Thank you I'Il return it soon

Sue: Robert, we will have a test tomorrow

Robert: Really?

Sue: Yes You were absent from the class last Friday (That's why you didn't know about it.)

Robert: Well then, I'll go home and study today

Old woman: Excuse me Does this bus go to the city hospital?

Robert: Yes, it does Take this seat, ma'am

Old woman: No, thank you I'lI get off soon

Robert: Is that so? Then, shall I carry your bag?

Old woman: Thank you

% ha& S& money

electricity train baggage

page

window night next week

(persm Ct thing & )

to turn off; to erase (- 2

(I) to be absent (from ) k-4)

making requests (" , please.")

= giving and asking for permission ("You may ./May I: ."I

stating that something is forbidden ("You must not ."I

forming a sentence that describes two events or activities ("I did this and did that.")

rules for ru-, u-, and irregular verbs Furthermore, the rule for %-verbs is divided into five submles

First, with m-verbs, the rule is very simple: Take & off and add T

ru-verbs

Slqa I + B<z f ;

U-verbs come in several groups, based on the final syllable of their dictionary forms

1

u-verbs with final 3 , 3, and b

'As we discussed in Lesson 3, some verbs that end with the hiragana S are m-verbs and some others are

u-verbs The rule of thumb for determining which verb is which is to examine tke vowel before the frnal

4 syllable If the vowel is n, o, or u, the verb, without any exceptions, is an u-verb If the vowel is either

a' or e , the verb can be either an u-verb or a m-verb Statisticdly speaking, there are many more

m-verbs, than u-verbs in the i and e m camp, but there are many important verbs in the minority,

such as A b (to enter), and % 5 Ito return)

There is an important exception in this class:

structs in the a-verb camp A common mistake is to assume that the simple paradigm provided by the ra-verbs (&KT and 3 9) covers the u-verbs also, thus corning up

6 f ;

with unwarranted forms such as x 4 2 ~ .\ f (see -%L 3 5 f ) and x %& f (see % A 4 TI It is

probably easier, at this stage of learning, to memorize each verb as a set, as in % h < -* 6-

Q 3 T-TiW\T, than to apply the conjugation rules on the spot Refer to the verb conjuga-

6 -

tion table at the end of this volume

Use a verbal & - f m together with < E 3 1 % to make a polite request ta mother perwn

Excuse me Pleuse teach me a little (= Tell me, I need your advice.)

A verbal ie-form plus % i x b \TT means ''you may do , ," which describes an activity

that is permitted To ask for permission, you can turn it into a question sentence, -C &

~ l b \ T - i f B S

May I see the textbook?

T o deny somebody permission to do something, you can use the te-form plus i2 I \ l-f 2 %

h

No, you m y not see the textbook ,

Describing Two Activities

You can use a tiifam if YOU want to combine two or more verbs, as in decribing a

sequence of events or actions f"I did this and then I did that") In other words, the

te-form does the work of "and" with verbs (Note that two verbs cannot he joined by E ,

5 -

I will borrow her notebook land xerox it

21f you are talking to a very close friend or a member of your family, a te-form, by itself, can be used as

a request

E5?aF1l-fT0 Opm the widow, will you?

-+ma, * s $ i = s ~ , asta ~ i ; ,

5 < L- L; +c313

? S a y I got ap at six a d sfudied

&9i=?f7 7 , & k L * t & & @ ' & ~ ~ t k 3

Let's go to the cafeferia ondf=haoe lmch

The te-form of a verb can also be used to connect a verb more "loosely7' with the rest of

I am sorry for not bringkg in the textbook (I left the book at home, and I ant sorry.)

In Lesson 5 we lcamecl F t a j d* meaning "let's , ." 3 L -a -i h- is alsa used in the sense

Or to a person who is carrying a heavy bag:

On weeken$ I get a p momd 10:UO and eat k t e Breakfasf

P D 3 , s<s3 t f z *

Be h I went to bed late yestwduy

You can also apply this rule to F < /F tl

M P Me

Z 3 6 b .F5B is normally used with & 9 # " 3 , as in E'5b&!l;6,9k3

(Thank you very much), or with $&&*A, as in E-5 $3+AP3?h, (I am

very sorry/Thank you very much) When used alone, it is an abbreviation

of E4 8 ;$i '3 $ 2 3 or Z 3 B T&P%kR Therefore, when you want ta show

your gratitude or regret, you can just say E 5 h instead of saying a long

sentence F 4 B functions in many ways, depending on the situation Some

people use E 3 6 as "hello" or "good-bye,"

words simply adds smoothness and nuance of social refinement, without

changing the meaning of the words

Example : g$ ERE

4.3

C What will you say when you want someone to do the following things?

Example: to speak slowly + @ 7 { !J 3 L 7 < f 3 3 Z \,

I l ta'

1 to calI you tomorrow

3 t o open the window

5 to teach you kanji

7 to wait for you

8 to come with YOU

10 to return your book

12 to stand up

D What would you say in the following situations?

B What would you say in the following situations? Make sentences with T%t\

LITq;h\

1 You are in dass You realize you need to go to the bathroom as soon as possible

2 You are in class You feel sick and want to return home

3 You have forgotten to do the homework You are sure you can bring it in tomorrow

4 You want to ask your teacher something, but you cannot phrase it in Japanese

5 You want to smoke in a coffee shop, and there is someone sitting nearby

6 You are at a friend's house, and suddenly remember that you need to make a phone call

7 You have run into a celebrity Conveniently, you have a camera with you

8 You have arrived at a classroom The air is stuffy

9 You and your friend are in a dark room, and you feel somewhat uncomfortable

C You are a strict parent Tell your child not to do the following things using the cues in A @

A Look at t h e pictures below and combine the pictures using te-forms @

Example: $d&i3 T , ~ - k - ? ? & & a T ,

6 % tj n

Ex

+

6 Change the following into te-forms and make the rest of the sentences

B Pair Work-Ask each other why you think the following

@ $ &bJCDR# (Review Exercises)

;nhJ L@3

A Role Play-Play the roles of A and B with your partner

Example:

Exam ple-A You are short of money and want

( to borrow some money from your 1

1 friend

Exam ple-B You are going on a trip tomorrow

1 You don't have money to lend to (

1 your friend

You have a date tomorrow and

want to borrow a car from your

friend

2-A

You Iost your Japanese textbook,

but you need to study for a test

3-A

You are asked to return your

friend's video today, but you for-

got to bring it You want to return

it together with another friend

You are now in your friend's

house You see a cake that looks

4-B

You just baked a cake for your

mother's birthday Your friend is

in your house now

B Answer the following questions

(turn right at the first signal)

=-s,€i QIB 2&4:@;tr2&

(turn left at the second corner)

(cross the street)

*

errr %

@ A phone rings in Sue and Michiko's room

Michiko: Is this your family picture, Sue?

Sue: Yes

Michiko: Which is you?

Sue: This I was wearing gIassses when I was in high school

Michiko: You are cute

Sue: This is my father He works for an American company

Michiko: H e is tland handsome, Is this your elder sister?

Sue: Yes M y sister is married She lives in Seoul now She has one child He is three years old Michiko: I see Oh, there is a cat But he is a little fat

Sue: Yes, because he eats a lot

Robert: Michiko, what are you doing now?

Michiko: I'm not doing anything especially I am looking at Sue's pictures

Robert: I see I have an interesting video, so if you like, would you like to come to see it?

Michiko: That sounds good Is it all right if Sue comes with me?

Robert: Of course

Michiko: We'll come right now

(my) older sister apartment younger sister

song

younger brother man

older brother

older sister woman company family

hair

brothers and sisters

car convenience store

(my) father

T-shirt

eye glasses

bright; smart; clever (conjugates like L 1 L 1) great-looking

(conjugates like l\ L \)

cute

tall short (stature)

long

fast short (length)

* Words that appear in the dialogue

* 3 I= $ -I negative % not anything

* + 7C l f negative 4'1 C = not in particular

A v e ~ b d lf &-farm," when f&w& by the helping; verb k & TS, meam e i t h ~ ~f the fallos-

ing:'

(a) an action in progress, or

Which of these two senses a given verb is used in is to a large extent determined by the

semantic characteristics of the verb The verbs we have learned so far can be roughly divided into three groups based on their semantics

(I) verbs that describe continuous states

(2) verbs that describe actinities that last for some time

(3) verbs that describe changes that are more or less instantaneous

We have not seen many Group 1 verbs So far we only have 23 % and I 1 8 The te-forms

of these verbs are never used together with the helping verb I \ % , so we will have nothing

to say about them in this section

Many verbs belong to Group 2 They include verbs such as $c< Q , %i2, and GFT When

f 1 3

the te-form of a verb in this group is followed by the helping verb b l5, we have a sentence

describing azz action in progress

Sue is studyi~g right now

Tcalgeshi k readiw a book in EzgZzSh

You can also use a T T sentence to describe what a person does by occupation The first example below therefore has two interpretations: one, you are teaching English

right at this moment; and two, you are an English language teacher (but are not necessar-

ily in class right now)

'The distinction between 6 4 and aBj -3 that we learned in Lesson 4 does not apply to this helping verb

-I L 1 4 : you can use - 7 ~~9 both for living things and for inanimate objects

% 7 l I - ~ x I G ~ B ~ ~ ~ % % L T ~ ~ ~ - F ~

1: M A z < , L 3 ~ 3

Verbs in Group 3 describe changes from one state to another If you get married, or W%

It?:&

T 4 , for example, your status changes from being single to being married With these

verbs,' 7 1 4 indicates a past occurrence of a change which has retained its significance

3

until the present moment In other words, T 1 .I & describes the result of a change

4

Professor Yamashifa i s rnamkd

Mkhiko is seafed near the widow

Here are some more examples of verbs that are commonly used in the f 6 frame-

My yomger Brother is very thin

'Among the verbs we have learned so far, verbs such as $ 3 8 , -5-r(, %&, F b , bh-8, &;?%If &, *&,

ar, na, %.t, I+ *,- nnz, 19'1 1, ~9 h' %, ~~f { z , g h - ~ < & , ' ~ ~ B T s , tte2.L *?, .5z 9 4 6 , 24 IAOG to

allows for a phrase describing duration, such as -%a Compare, for example,

?ti- thus belongs to Group 2, and ta Group 3

:Les pin03 arro ' I I E ~ Buo~ sley o y ~ dpOqatuos aqymsap o~

But in fact it would be far more natural in Japanese to say:

T m hQs .?mg hair

( = A S for T m , he has limg hair.)

This applies not only to discussions of the length of one's hair, but to descriptions of a

- Perm A has a body part which is

In idiomatic collocations, we also have:

Sentences )

In the last lesson, we discussed the use of verbal fe-rorms to join sentences L 1- and 2-adjectives and CSf after nouns also have te-forms, which can be used to combine two

elements to form longer sentences

The te-form of an L >-adjective is formed by substituting ( T for the final L 1 The k-form

of a Q-adjective and a noun+ t T sequence is formed by adding T to the base or the noun

If a person m o m to mother glace in arder to do something, we can dem-ibe their

movement and J h purpose this way:

destination of movement (: ] ithe purpose of m m n t [Z 1:;)

!F

d bo

consisting of a verb, Its abject; and 511 forth, Verbs describing the purpose of a movement

must be in their stem fsnns Stem, as we lezuned in Lessan 3, are the part you get by

removing 3 T from the verbs' preserkt tense long forms

one person

two people

three people

four people five people

There i s om Swedish studmt in our class

The place expressions are often followed by 4 13 instead of i: in this type of sentence

Note that "to play" as used below requires different words

Sports: to play tennis F L X %=

C Class Activity-Let's play charades The teacher gives a sentence card to each

student One of the students mimes the sentence AII other students guess what

person that gets the most points is the winner

Example: R3 2 &if % T % ~ l ~ t \ $ rf-o

works for a bank; married

student; not married

@) mmh/v[&B@TL\bq (Describing People)

C Class Activity-One student describes another student without mentioning the

name The rest of the class guesses who the student is

A Make sentences using two adjectives @

B Looking back on your childhood, make sentences using the given cues @

Example: my next-door neighbor - tall & kind

1 my town - quiet & nice

2 my teacher - big & scary

3 my house - old & not clean

4 classes - long & not interesting

5 my friends - kind & interesting

6 school - lively & fun

7 homework - difficult & tough

8 myself - small & cute

Describe t h e following items using two or more adjectives