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

2.
~~~~tt
X~~AL
-,
a
~p-5~~

o
UX.
fr~cr~.
(nationality)
A.
Answer
the
following
questions.
6.
Class
Activity-Show
a
picture
of
your
family
to
the
class
and
describe
it.

c
i
&XSL
I
Older
sister
!
S@(;fi4k
r22
@
h
rl
i3%3iL
I
fl
f.
I
I
I
I
k;X,FtShi
I;II
Older
brother
Younger
brother
Younger
sister
1
Child

GE3h
!=
xir
$$A
,
*SX,
,2+r
1
A
:B1~~~0fjX?~ldh~Si~~
Hm0ldi~yowfaN2ey,Mr.
Tanaka?
I
t:
Th,
Y
9
$&?rr
X.
h
I:
f;r+t:
%
,
a
,.;if
%t2&2,4,
B
:[formal]
Xi25+&TTo

live,
Mr.
Tanaka?
&A/*
L*LL
%<f
@PI,"$
n,'i.:5
3i
$B
x
t
.i.
Wife
+
[I
Note
that
you
can
use
;k;
i-,'
X,
5
h
and
;f;%
2
tt

Younger
brother:
6
X,
5
A,
I.
Hi,
Big
Brother.
.
-
Older
brother:
FJ
?
ik
5
5
,
What
is it,
Taro?
Q!:
Grandfather
1
'
j
p-<+7
-

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:

Well
then,
cut
the
tomatoes,
please.
* *
Robert:
Shall
we
start?
Michiko:
Don't
drink
yet.
Mary
said
that
she
would
come.
Man:
I'm
sorry
for
being
late.
Everyone:
Well
then

barbecue
chopsticks
winter
homestay;
living
with
a
local
family
every
week
next
month
skillful;
good
at
.
.
.
(w&~)
clumsy;
poor
at
. .
.
(-fir)
famous
it
rains
to

take
(something)
t'
6
U
6
R
b
to
stare
(at
.
.
.
)
%bfi6
to
begin
to
drive
(-
T?
to
do
laundry
to
clean
Adverbs
and
Other

*
k&QT
all
(of
the
people) together
Grammar
f3h,
I%5
In
this
and
the
next
lesson,
we
will
learn
a
new paradigm
of
conjugation,
which
we
wiIl
1
call
"short
forms.
"

We
will
list
the
already
familiar
"long
forms"
to
the
right
in
the
table
below.

bsent
tense,
affirmative
1
verbs:
1
L\-adjectives:
&-adjectives:
noun
+
Tg:
,
Present tense,
negative

above)
3
same
as
their
dictionary
forms
&-adjectives and
noun
+
Tq
in
the
affirmative
(b
above)
I
+
replace
77
with
E
L\-
and
a-adjectives
and
noun
+
r$
in

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

off
and
add
at\.
5
3
&aLl
k
It
U-verbs:
Take
the
final
-u
off
and
add
-anai.
=<
ii'
+
s;h*aLI
?i'
*a
7<
+
IT%&L1
3<
33
m

irregular
verbs:
gzj
+
LZXLI
+
za~i
exception:
&.a
+
Wrn
With verbs in
the
negative,
the
following
three
points are
worth
noting.
(1)
The
negative
short
forms
of
verbs
that
end
with

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
represented,
or

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

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.
In
expressing ideas like
"I
like doing
.

L
f:
(They
said
". .
."I,
kf
,E!
LI
3
T
((I
think
ti,
that
.
.
;
),
and
so
forth.
L
is
a
quotation particle, which
does the
job
of
both the English

hid%
7
]I
-
s
LhWI
ez,~~\a
-k4
h?:L
i
i;
<
1
think
Takeshi
likes
Mary.
Casual
conversations
Two
people
who
are
close
friends
or
family
members
speak
with

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.

in
Sue's
original
utterance
is
preserved
in
Mary's
report.
4To
say
that
you
&'t
fhi~k
something
is
the
case,
it
is
more
common
in
Japanese
to
say
it
like-$bl
2,E

doesn't
like
Takahi)
Second,
license
to
use
short
forms
is
not
mutual;
senior
partners
may
feel perfectly
justified
in
using
short
forms while
expecting
their
junior
partners
to
continue
addressing
them
with

Here
are
a
few
observations on the
grammar
of
short
forms
as
they
are
used
in
casual
conversations.
.In
the
casual
conversational
use
of
short
forms,
question
sentences
do not
end
with
the

\
and
2
are
often
replaced
by
the
less
formal
.j
and
-i
itL.
To
request
that
someone
refrain
from
doing
something,
one
can
use
a
negative
verbal
short
form

Short
forms
are
used
in
constructions where
verhs
and
adjectives
are
to
be
treated
as
nouns.
Thus
8
t2 $s"3$
3
TTf
3
b
l-iI"
T
can,
besides
describing
your
preference
for

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

cooking
meals.
k
Cj
L
3
kla~z%%-if~1'T4-I"To
1
.
(2%
-

r:
Takeshi
is
not
a
good
speaker
of
English.
person
(a
activity
(verb)
Gl)~
like
doing
.
.

such contexts, misled
by
the
association between
S
L~
b
and
the
verb
in
the
-ing
form
in
English.
Consider what
n
f-
b
$
tt
l3iT,%
tcfi
3
3
t
f=
means.
This

noun
ol{-
I-
stands
as
the
subject
in relation
to
the
verb
47
(
(he
was
the
person
who
performed
the going), and
(2)
the
noun
is,
per
the
function of the particle
id,
presented
as

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

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

in
the
blank
on
the
information
sheet.
"
The
"blank
on
the
information
sheet"
is
a
question
word
like
fzh
and
FJ.
The
above
Q
[Z
sentence
will
fill
in

I\
As we
learned
in
Lesson
2,
a
question
word
that
is
the
subject
of
a
sentence
is
never
followed
by
the
particle
lat,
but
always
by
the
particle
h2.
As

IX/L
z
Japanese
class
is.
(2
~',7-3~-C+)iF;';fih~&d~~k
2hht3' C~\a
-$-hh,
Who
wears
glasses
fin
this
class)?
&T%%t~~&&~#a
2
;t)*dfCC
L\
3
To
r2t
Lf:+&.ttt>
Professor
Yamashi
fa
does.
The
word
for

@l%
+
negative
nof
.
. .
anythiw
alL
These
two
words
are
used
in
places where
the
particles
13,
75<,
and
2
are
expected.
In
these
contexts,
they
are
used
on

fzo
2
k
I
The
cat
has
brought
something.
4%
tJ-Rba&<3
t
7LZ?Po
.a:
Biz
f;
Did
the
cat
eat
anyfhing?
L\L\&.
%13m%+t^;:3*hTL.fto
h'
all
f:
No,
the
cat
did

noun.
verbs
nouns
%%3-&
-A323
+"Sx-3
ex.
El&$o)~i2%L~lT%
(:
IZA.
z
-A
*s
*a
to
study
study
Japanese
language
study
is
fun.
NBT&
9k.j
s
HE!
9di
9
ex.
o2f-

bPL
tLfX.z-
xAs~7-
I
studied
Jopanesa
4
Compare:
$h
i2EI&s%BBL$.
tko
bf:L
c
IZAUF
4"3~3
TLt3LSA6&~BaBR%
tz
LT<,
?
P
Sic-
Tukeshi
cleaned
his
room.
Compare:
?'
t?
t
3

the
affirmatives
into
negatives.
@
@
Informal
Speech
A.
Answer
the
following
questions
in
informal
speech,
first
in
the
affirmative,
then
in
the
negative.
@
&
Example:
Q
:
.k

negative.
@
Example:
Q
:
3
%
?
ish-
3
A
:
5
A,
Z%,o/?
3
A,
ZF~J+%'L~~
If&
5
If&
z
A.
Make
a
guess about
Mary,
using
tBLlLf.
$35

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

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
tZ=ZL\t
Lf;.
@
Li

Take
notes
and
report
to
the
class
later, using
&FTTLI%
bt;.
What
would
you
say
when
you
want
someone
. . .
Example:
not
to
look
at
your
photo
+
%
?
??

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.

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)

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

I
*A.
A.
Use
the
table
below
and
answer
the
questions.
@
Example:
Q
:
ffd'L2~'d
XAT?6xo
UX.
B.
Pair
Work-Use
the
table
above
and
ask
your
partner
questions
with

4
-
b=e
3
3
L
1z
6'.
(eat)
i
went
to
Okinawa
last
weekend
had
a
date
last
weekend
went
to
Tokyo
last
weekend
had
a
date
last
weekend

3
tf:&.'.
(watch)
is
good
at
cooking
is
good
at
skiing
is
good
at
singing
is
good
at
swimming
Robert
Mary
Sue
Takeshi
4.
fJ
%
7'
2%-
TL\~
L-fz7fii',

ZE3
X/
3
3
L
7i
15.,
If
X.
'61:
7(
A
:
13~1,
Z/pY.;r?-f
(spaghetti)
&@3
3
Lk,
7
<
A.
Interview
one of
your
dassmates
about
any
future
plans

likes
to
study
Japanese
2.
hates
to
do
cleaning
3.
Iikes
to sing
4.
is
poor
at
driving
5.
whose
mother
is
good
at
cooking
D.
Pair
Work-A
and
B
are

own
and
your
friend's schedules
using
&E=ZL\Sbfz,
L\
and
find
out
which
days
all
four
of
you
are
available.
Example:
A
:
~*ElC~P~
TTha,
Uni6
<
L:T
B
:
L\c\;Z,
EL\$@~c?T~

C
told
A
that he
would
. .
.
18th:
go
to
see
a
movie
24th:
meet
friends
1
26th:
go
to
Osaka
to
have
fun
21
22
quiz
party
28
29

part-time
job
27th:
go
to
eat
Japanese
cuisine
28th:
go
to
Kyoto
to
see
temples
16
shopping
23
17
work
24
18
25
19
26
20
27
21
28
22