affirmative, the past tense is used both with words like 3 3 (disconnected from the present) and t i ("already," connected with the present). ?At33a,3%5%2 Ld- tk, bt: L La<f:it I did the hamework yesterday. and $L,ld%?j~&~&~?zo hf:L Ln(t:r> I have already done the homework. With the negative, the past is used to talk about a finished time period like 3 -5 , but T L1& is used if your intention is to talk about how things stand now ("not yet7'). 3.At$3@.i%SSB2 t3-@LTtko bt:~ ~s<f:r, 1 did not do fhe hmework yesterday. and $Lid3 f?@B% LT~~~-+kh0 +&I- ~~(f<rh I have not done the homework yet, 3E-7313i2h have mt . . . yet This use of -iI &\ 5 can be found both with verbs describing cha~ges and with verbs describing activities, as defined in Lesson 7. ~-3hE33 $533 ccr~\3*&0 ki Sue has not woken UP yet. (change) $2.12 3 t<& L*13 A, i? T L 3 *Ao (activity) hf:L v & tz I havea't eatgn lunch yet We learned in Lesson 6 that ;Ira& added to a sentence means "because." q~ia~~r*ta~~e-;.~*~-it.tf=, ~t L~~~TzTT~~~, ML Bjs \ *t I didn't have brhkfast. (Became) I was busy. In this lesson, we learn to incorporate the explanation clauses in the statements them- selves, rather than adding them as separate sentences. You can simply transpose the "explanation+ 6% b " sequence to the beginning of a sentence for which the explanation is offered. = (situation), because (explanation). = (explanation), fherefore, (situation). &Lf=SR&pib6-hab, ~Alf+R%Bt3Td L it& AM : LLIAXL 3ri I will study this eve~ing, beccame we will have an encam tomorrow. (= We will have aft exam tmorrow, therefore, I will study this evming-) 9S&h7khaL;, *haCf2+thTLfto ?t- T We didn't go out, because it was cold. (=It was cold, therefore, 1 didg't go ouA) Note that the resulting order of elements resembles that of a "therefore" sentence more closely than that of a "because" cIause in English. Before the conjunction hS 6, you find both the long and short forms. Thus the 75% 1; clauses in the above examples can be rewritten as ih L SRhP& 9 3 Thx i3 and Sh.9 ft TTh- L IiX. 2 t- h .' The long form before 2~ b is more polite, and is frequently found in request and suggestion sentences. &G:3a!a%d2;fj9 &T&lL;, >$1:RC-$T3a Lk 3. 3- .i: i\?L x k 1\ Let's go to see Kabuki 1 have tickets. 'The long form before zk i3 is inappropriate when the entire sentence ends in a short fom, however. Thus it is inappropriate to say: X S ha 7 f" TTh3 I;, &hhlf 23' 7 kc $2 T ,$!#El Practice h Lw5 1: Short Forms Past A. Verbs (a) Change the following verbs into the past affirmatives. Example: 75' ( 4 haL \?= (b) Change the following verbs into the past negatives. Example: 5'. ( -hihi%$'7 ? 1. && 2- T-c& 3- Tt2 4. Itrhd? b (to throvi away) 3. 1i ( 6. tdU2b 7.9{& 8. *X/k (T6 9. i$lbq lo. ( a 11. ~15 12. $ A,Y~ ~5 13. Si326 14. 9fz-j 15. hxk?,$ 16. q'if-;t;' B. Adjectives and Nouns @ (a) Change the following into the past affirmatives. Example: 7"z -ha L 1 + ~~PS~r3~7~~ G?X,3 2 + f,L3f?3fz $<(*L\ -+ &'*(*L\f;*<f< (b) Change the following into the past negatives. @ Informal Speech A. Using the cues below, make questions about yesterday in informal speech. How do you answer those questions? @ Example: ?- t W & 3, b k + Q: 4@.jTLY2R?:? k. A : 3 h, E7t=,/.j 9 A, RQ$xq fz, k k 1. t0Y2&*8 f: 2. &*T& SA, (3' 3. BS@T$i?% 9 & z L 1 /" fZ/v h- 4. ?G??%ET& +-i r 5. i&TH=T6 9x3 'I 6. &??Gi:&? Y C A 7. S32%2& f;X.Z' B11 8. $%&I* b hf?li < 9. S%i:%%2rSx13 $ d. F< T/L h 10, ~2F~-Y-~f~~ -2 *. 11. .f.&%%bj 7 $'A 12. 2giy*bzfi < h + I r 13. %%T$ i /Lri 14. F'47:ztTgb .GY Make questions about childhood in informal speech. How do you answer those questions? @ Example: Z% Irk I + Q : TEae. ZRE7 i?z ? :rt r ~f/ct A : 5 XI, Z%t57 t=,/-j 5 A, XaU e Qhx9 f:, Ifd 5 IT& 3 @Z%f2.ot=tE~ltd lfh d %% A. Make a guess about the childhoods of the people below. @ Example: 2 %, T* t ?z hso ITX. 3 + Q : L o3ACATiEa%, %%T tf~6'~ ur ;rt r3 lfk3 A : IdLh, ZRI?'~~ t= Z4%Ll& To if/" 3 st L\L\&, Z~~:'Q&~~~?ZZ,U IT/" 3 = ~\3 3-0 i4 b (a) 7 F>f lZ3LjT (about ~adonna) (b) E~*Z@%*~Z~L\T (about your Japanese teacher) I I z WhWL! 6. Choose one classmate and guess what they were like as a child using the following characteristics. A. Pair Work-Ask your partner the following questions about his/her childhood and report to the class using &EgTL\ZLfi. 11 Example: L \ :' ib Q L ?: B. What would these people say/have said? Make up your own quote for the following people. Example: 7'- 30 j f: ( s&g@Lf=z$-;,~~~\ +LC? I5 Ex. 3a71t';lz%~Z'*- (1) ?/f91L- 7~9"/> (2) II~FZ-~~X')- (4) @ 1 [my] mother) 13 n A. Look at the picture below and answer the questions. Example: €El 3 f: 375. + Q : E3+3hiiZ*QlAT?ha, fz oif. vr A : b&rib2$*l-f.lil~\&hTT, fi~\ b L f-2%T~l\ ATT, v z L 5 4 rP Y B. Pair Work-One of you looks at picture A below and the other looks at picture B (p. 188). Ask each other questions and identify all the people in the picture. Example: k L 5 A : $; L 2 3 hid ~''C?lh"i.'~fi', Pr_- B : ~~~"~RTLGATT, A L' z Picture A Ask which of the people are the following: 1. f-zs -3 - 2. 3kjL 3. ~:-L\$C+ 4. L.ir C. Class Activity-Descri be your classmates. The class is divided into two groups, A and 6. Each member of group A acts out something and freezes in the middle of doing so. Members of group B answer the teacher's questions, using TLl5APT. Take turns when finished. U& Example: Teacher : T 4 7 3 A, Ci F~AT"p;tra, D r Student : *$Z$ZLTi:L\bATT, (32 jL:/< It r A. Answer the following questions using bk ?IL\bl2h. @ Example: Q : & j & X/ ?? &< 2 L ?= fia, Y'S f: B. Pair Work-Ask if your partner has done . . . yet. Example: 352 6 2 &< 4 +A, f: 1. H#Mk:*% L n 2. :igtcXb t;h-%/, iill 3. -f-%% (Lesson 10) ?? % L' LvbY ?. d 4. 75';: 3 -2 R kc8 ( A li 5. &W,b h (a name of newly released movie) 6. 53 { (a name of newly released CD) 7. ,7& +* v76 a (a name of current best-selling novel) A. Match up the phrases to make sense. B. Complete the foltowing sentences adding reasons. 1. &> b, %&75WL*&& "I 2 *Ao A-kI 2. hXL;. Et*%%%i% LT~:L\~ To 1: (TX- z' </,,3~ 3. sfixb, 5~wm~13~rt 'tdx3 71t~~~ QA,CIP~ Lmi37 c>+e 4. hSL;, 3~3?FR21*&4.3 Lko Q~TZ i ri mgefr3cnag ;(zhrbwJ5 A. Role Play-One of you is working at a fast-food restaurant. The other is a customer. Using Dialogue IU as a model, order some food and drinks from the menu below. Be sure to say how many you want. [...]... if 3 W L 7 - i 1 : 21. t- 37 & A exit ticket vending area *m T An C% gate k$& ?!!A, stairs ti5 entrance s1r) b C%X/%- platform first car; front end 3i 3% lfi\i& kiosk t 3;tf ,4,,qE5 -last iC car; tail end Miscellaneous Public Transportation Terms S9&2 6 transfer RlJ- next (stop), %% departing first :2 k% L ti7 departing second 0 clp *X.lI7 = @* zL last train Lm7T-Xr Announcements 3 % Q < %1i3 LL 3... refrigerator in a dormitory Tell whose each thing is, using 10 .@ B You are a customer Look a the picture and tell which you want t Example: Store attendant : Z*C b Customer : t .hC~h~\TThxo &~\(n7 " P s ~ \ ~ { @ & 7 % ~ h 3 A You are planning to do/not to do the following things next week Tell what you will/will not do using -7% 972 3 @ Example: a@Eltt+@&d2-% Y) TTo lT?Ai cf7L i V LF 3 b EX.to read books (1) ... and 1 1 C 'There are several alternates for Z-9 t;@ 13 i They are: ft;b C 5 , F 7 &, and f% 41 Any one of 3 these can be used in question sentences seeking comparisons between two items Y ' 7 3; a d Z+T f3 e) (3 5 are slightly more colIoquia1 than r'S; b and If% b mi3 =I h I."J.'RY.?.F hi~\3;t%X/&-h'.k+T~o if: U r i ?" Pavarotti is best, naturally are Note that the words 43 i and Y- ;1% not used in. .. words often indicate the speaker's intention to give her partner a chance to react and speak up By relegating the right to speak to one's partner, they also contribute to the politeness of one's utterance In the dialogue, the travel agent lays out the relevant information on the table; there are two flights, one leaving in the morning and another in the afternoon 6s attached to her sentence indicates... g ( a class of items)] s I ~ F ~ 3 -f+, u 75 L - 7~ 2 Z p ? ~ ~ Z - >3*n+T1~ : & ~ ~ ) ~ L \ ~ ; E % X / & $ ~ , L + ~ " S Z , S L ~ = 2 73 3 : Cri 3 ' H& Betwee% Pavarotti, Curreras, and Domingo, who do you think ZS the best si~ger? 'In red life, the phrases A 1% i h.' and B I 1 often appear in the reverse order, making it very easy to be misled into believing the opposite of what is actually said... yoG'iike best? 9 follows verbs in the present tense short forms to describe what a person is planning to do in the future- You can also use a verb in the negative plus 9 t 1 to describe what you me planning z o t to do, or what you do nof intend to do 9$ verb (present, short) + 3% f: 9 @ i ~ t e n d do ) to (3t.1d)S$.t-k13 L ~ X I Z T - C - X ? ? - $ - &T-j-,% '7 - ~ ~ bGL L.+ja7 1 z&md to play f m ~ i... Tokyo Disneyland 2 months doesn't know will take pictures with pengui~ls(4 T 2) How about t h e others' plans? Make pairs and ask questions 6 Pair Work-Talk about your plans f r the upcoming vacation o C Role Play-One of you works for a travel agency and the other is a customer Using Dialogue I[ as a model, make reservations for the following tickets Jan 1 1 person smoking seat Feb 14 1person window seat... question word for things, *i: plus particles h* and S Other expressions for "some" and "any" in PT, Japanese follow this pattern Thus, 1: It something 3: 1 - a % not a z y t h i ~ g Q- :1 someme somewhere xot aflymP: 7" Sh- L Y Z fi* - mf anywhere fz+h$' - tl" LS As we noted in Lesson 8, these words are used by themselves, where particles 43, $5 or 2 would be expected It is, then, interesting to observe... practice the piano (2) to do exercises 7b$ El U: (3) to do laundry ft k i a t u; (4) to write letters to friends (5) not to go out (6) to eat dinner with friends (7) not to study Japanese (8) to stay at a friend's (9) not to go home J i r 1 ? - $ 7 l r % l i UC (10 ) to clean a room (11 ) not to get up early B Answer the following questions @ h f i l \ ( ~ t a : 2 bk D A Describe the following pictures... cold any longern)or a relative change (ex "it has become warmer, but it is still cbld") 3 6 sentences are ambiguous in isolation If you want to make clear that you are talking in relative terms, you can use the pattern for comparison together with 'b & Mary has become-befferi i - ~ a p a i k t h a ~ e before In Lesson 8 we learned the Japanese expressions for "something"and "not anything," 4Ff2~and . away) 3. 1i ( 6. tdU2b 7. 9{& 8. *X/k (T6 9. i$lbq lo. ( a 11 . ~15 12 . $ A,Y~ ~5 13 . Si326 14 . 9fz-j 15 . hxk?,$ 16 . q'if-;t;' B. Adjectives and Nouns. 4' and 1 1 . 'There are several alternates for Z-9 t; @ 13 i . They are: ft; b C3 5 , F7 &, and f% 41. Any one of these can be used in question. &??Gi:&? Y C A 7. S32%2& f;X.Z' B 11 8. $%&I* b hf?li < 9. S%i:%%2rSx13 $ d. F< T/L h 10 , ~2F~-Y-~f~~ -2 *. 11 . .f.&%%bj 7 $'A 12 . 2giy*bzfi