日本語二年生 second-year japanese fj201

Second-Year JapaneseFJ201

Instructor: Erica Zimmerman, Assistant ProfessorClass Schedule: 1st, 2nd , and 3rd periods, MWF Office Hours and EI: By appointment (I am usually in the office until 15:30 pm, MWF)Office: G063Phone: x6376E-mail: [email protected] Website: www.nihongoganbaru.com

Your learning goals for this year!*This will help to improve your fluency I promise!Do not use English in class.Always think about how a conversation would work within the activity we are doing!Strive to use Japanese outside of the classroom with your classmates or sensei!Find something about Japanese culture that interests you and learn more about it.ReviewFormXNounAdjectiveForm for joining sentencesVerb stem + Counting peopleAsking questionsDo you remember how to ask basicquestions to your partner? Take fiveminutes and ask your partner abouttheir summer vacation(.

Chapter 7 Review Review the following powerpoints for class. You should be able to use all of the grammar points in sentences. If not you should make yourself some note cards. Review Matsuzawa-senseis notes from last semester too. FormDo you remember how to make theForm? What are the steps? Talk to a partner for a few minutes and try to remember.Consonant/Semi-regular (-u ending verbs: Group I)Four groups:

Past tense conjugationNegative/past negative m, n, b groupRemove -mu, -nu, -bu, Add -nda Remove -uAdd anai or -anakatta k, g groupRemove ku-, -guAdd ita or -ida w, r, t groupRemove (w)u, -ru, -tsuAdd -tta s groupRemove suAdd -shita -form and Remember in the we spent a lot of time learning how to conjugate plain verbs into the past tense. In particular, the distinction between and verbs? Well that will now pay off!!!! To make the-form, you will change the to, as in:

Verb stem cluesPlain Form Present/future-formEnglish Irregular Verbs(Group III)kkurukitecomessurushitedoRegular -ru ending(Group II)-irumirumitelook-erutaberutabeteeatSemi-Regular(Group I)-u endingmnbyomuyondereadshinushindedieyobuyondecallkgkakukaitewritekagukaidesmellwrtiuittesaynorunotteridetatsutattestandshanasuhanashitespeakChapter 6 Grammar Point 1- Form

Informal form of Verbsto do)Irregular(to come)verbsverbs

Vowel/ Regular (-ru ending verbs: Group II)

Two types: -iru , -eru For both of these, remove the ending, and add the suffix.- e.g. taberu tabete okiru okite

Consonant/Semi-regular (-u ending verbs: Group I)Four groups:

Past tense conjugationm, n, b groupRemove -mu, -nu, -bu, Add -nde k, g groupRemove ku-, -guAdd ite or -ide w, r, t groupRemove (w)u, -ru, -tsuAdd -tte s groupRemove suAdd -shite

The Exceptions to the Rules ()()Past Form: itte (not iite)

Lets try some more

Chapter 7 Grammar Point 1 AffirmativeNegativePresentPast16/

/

/

/Chapter 8 Grammar point 2OO to describe physical attributes

Grammar Point 3: -forms to join sentencesI-adjectivesIrregularNa-adjectivesNoun +

GP:forms for joining sentences -adjPositiveNegative- adjPositive()NegativeCopula verb PositiveNegative -adj

-adj Copula verb Copula verb Nurse)Grammar point 4Verb StemVerb Stem+

When you use the verb stem + and one of these three verbs, it expresses a specific purpose for directional verb.

Verb-stem + Place -stem to go/come/return to a place to do

the place I went the purpose of going to the place

the place Mary went the purpose of coming to the placeThe place must be marked by .

The location of the place is flexible.GP 5: Counting people12345678910

28END OF REVIEW OF CHAPTER 7Work with a partner and talk again about You and your partner will present in 5 minutes.You may use the following questionsChapter 8

PP Chapter 8 GP 1: Short FormsLong FormShort FormVerbsAdjAdjNounAdjective Conjugation

-adjective and Nouns

Plain Forms-adj and -adj

Informal form of Verbsto do)Irregular(to come)verbsverbsVerb Conjugation Chart

The RulesIrregular verbs (Group III)No tricks for this one. Just memorize them!!They are: to do to come

Formal form Plain Form Irregular Verbs Just memorize

Vowel/ Regular (-ru ending verbs: Group II)

Two types: -iru , -eru For both of these, remove the ending, and add the suffix.- --e.g. taberu tabeta okiru okita

Consonant/Semi-regular (-u ending verbs: Group I)Four groups:

Past tense conjugationNegative/past negative m, n, b groupRemove -mu, -nu, -bu, Add -nda Remove -uAdd anai or -anakatta k, g groupRemove ku-, -guAdd ita or -ida w, r, t groupRemove (w)u, -ru, -tsuAdd -tta s groupRemove suAdd -shita

The Exceptions to the Rules Present Form: nai (not anai)Past form: nakatta ()()Past Form: itta (not iita)

form song(To the tune of Oh, Christmas Tree)Oh, Oh, to

Oh, Oh, to

to to to

Oh, Oh, Now we know our form!Activity I A p. 198Practice changing them to all short forms.

Activity IB p. 198Practice change the adjectives and nouns to all short form tensesGrammar Point 2 Informal SpeechInformal speech or Casual speechThe next few powerpoints will provide more details than our textbook. Casual SpeechUntil now, we have only really learned how to speak with a more formal tone. The type of speech we have learned is appropriate for all settings, but if you want to develop friendships in Japan, you need to be able to speak using casual forms.Warning: You should never use informal forms with superiors. This should only be used with friends or those close to you.

Another warning!Casual speech is tricky because there are male and female versions. I will teach about some of this today but if you are a guy and are studying with a female speaker of Japanese, be careful about what you pick up from them. It could make you sound feminine.

The casual form of a verb is the plain form. Also you can remove more formal endings.To ask questions without Verbal endingsRising intonation

Questions without must have rising intonation

From Japanese the Manga Way: An Illustrated Guide to Grammar and Structure by Wayne P. Lammers

To answer informally to yes and no questions:Note:is a little more masculine and also can be used to hesitation or warming up to your answer.Remember you can use as aizuchi.

Use of sentence final particles1.Indicates agreement with other person2. Softens a request 3. Indicates a request for confirmation 4. Indicates a mild assertion

Use of sentence final particles 1. Urges a course of action 2. Indicates a request 3. Indicates a statement of certainty. 4. Indicates scolding or contempt.

To use them with plain form, add it to the end of the form.

Male and female speech

Masculine - - "That's the way it is." The "dayo" informative informal form of "desuyo" is more commonly used by men.

- A distinctly masculine form used typically by older men or younger men trying to sound older.

" - The "na" form is a masculine form of the affirmation giving/seeking "ne". It does not seek affirmation so much as gives agreement.

Modified from: http://www.coolest.com/jpfm.htmMale and female speechFeminine - - "That's (It's) true." The informative feminine form. - Very feminine style. "That's very true!" - That is probably so. The polite form is mostly used by men and women for distal style but mostly by women informally. This form allows for error (asking for agreement) where the more masculine sounding form does not. Note the verb ending is also used for statements implying an action done together: . In a sense women are asking for agreement as an action taken together; where as the men are more "informing", as if factual information was being provided. Of course women can still disagree but depending on the intonation and status/position of the speaker there is often little room for disagreement. This would also be true of men being spoken down to by male superiors. - With the addition of the "ne" particle it is almost like adding "right?" or "you know?" in English. The softer and longer the "neee" becomes the softer the sentence becomes and less response it demands. Over usage of "ne" can cause male speech to sound feminine. Similar to the English "yeah" or "yea...". +[word] - Adding "o" to certain words adds a layer of politeness. "o" is added by men and women to some words and only by women to others. Typically "o" is added when speaking to customers, as in "o+mizu" for the polite form of "mizu".

Modified from: http://www.coolest.com/jpfm.htmOmitting particles

Note:,,,contrast) are never omitted.

Invitations~~

~ ~

Chapter Contracted form

Long Vacation

Male Conversation

Activity II A p. 198Use informal speech to answer the questions. Practice both the negative and the positive answers.

Q:A:/Activity IIB p. 198-199Answer the questions in informal speech. Practice both the negative and the positive answers.

Q:A:/Informal Speech In groups of 4, ask each other the questions on your worksheet.

Grammar Point 3 ~/

Grammar point 3Expressing opinions about things, events, and actions, using the plain form + personsentence/thought .

personsentence/thought(I am thinking)(Plain Form Verbs-adjectives

-adjectives Nouns

+++

Activity III A p. 199Use ~Good at Japanese

Activity III B p. 199-200Guess about the person and place and answer the questions.

Q:A: /Activity IVA p. 201Report using

/Q:A:Activity

Activity

Grammar Point 4/

We learned

The rulesTake the casual negative present tense form and add

How about expanding this?What do these mean?

Activity VA p. 202What would you say..Not to look at your photo.Activity VB p. 202Make a request using the cues.

A:B:/

Grammar Point 5:VerbMaking Noun phrases using and the dictionary plain affirmative form of verbs

In Japanese, in order to make a verb act like a noun, you must use the plain form of the verb + . The result is the following:

So what does this mean? I like reading books.

1. This use of is different from the two we have already learned.a. the pronoun b. the particle 2.Can also be used with adjectives Watching movies is interesting.

!!If you have the same picture.Or (If you dont have the same picture)Note: DO NOT show each other your pictures!!!!!Activity VIA p. 202 Do 1-4Activity VIB p. 203 Do 1-4If you have time do more!Activity VIA p. 202Tennis (good)Swimming poor

Activity VIB p. 203StudyingA:B://Be careful who you use these with)

Activity

Activity

Grammar Point 6

What is the difference between:

Versus

So what is the difference?The marks the topic of the sentence and indicates that the information is somehow know by both the speaker and listener.

The places emphasis on the noun it marks. It also is used when there is a question word that needs to be answered. Such as:

Grammar Point 7 andsome and anyPositive statementssomethingQuestionsAnything?Negative statementsNegativeNotanything and replace the particles and .

Lets tryThe cat brought a mouse.)

Lets change the noun marked by

The cat brought something.)Another one:Did the cat eat a mouse?)


Did the cat eat anything?)Last one:The cat did not eat a mouse.)


No, the cat did not eat anything.)Activity VIIA and B p. 203Ask each other questions using based on the table.Q: A:

RobertBritishIs good at cookingCooks oftenWent to Okinawa last weekendDoesnt like catsMary AmericanIs good at skiingDoes not cookHad a date last weekendLikes dogsSueKoreanIs good at singingCooks sometimesWent to Tokyo last weekendLikes catsTakeshiJapaneseIs good at swimmingAlways eats at cafeteriaHad a date last weekendDoesnt like catsActivity VIIIA p. 204You went to a party and did nothing. Create the following dialogues.A:B:A:B:

NOTE : this is slightly different from the textbook. I want you to create appropriate questions. Activity VIIIB p. 204Answer the following questions. Go further than what is there. Try to make it a short conversation.

A:B:A:B:Joss A:Dialogue:

Listening practicehttp://mykikitori.com/#Oral practice Matome DReading for chapter 8

Activity

Activity

Extra Activitieshttp://www.youtube.com/watch?v=5sPkVFjVXcQ&feature=relatedhttp://www.youtube.com/watch?v=kG_0LZD6W5wCM 1.http://www.youtube.com/watch?v=KghtZlgRURc2.http://www.youtube.com/watch?v=cGHtTaPr7Yk&feature=related!!http://www.youtube.com/watch?v=YyKJ8kzRZk4 http://www.youtube.com/watch?v=EG1aSPQnoHo

You and your partner are going to be hosting some students from Japan. They will be visiting Annapolis. Make recommendations to each other about where you will take them and what you will do. Use the Informal Style!!!!

EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)

EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)EQ \* jc2 \* "Font: " \* hps20 \o\ad(\s\up 19(),)AffirmativeNegative

Imperfective (non-past)

(Plain/short)

(Plain/short)

(Non-Plain/long)(Non-Plain/long)

Eng.

Perfective (past)

(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plain/long)

Eng.

AffirmativeNegative


(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plaint/long)

Eng.

Perfective (past)

(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plain/long)

Eng.

Noun/Na adjective conjugationAffirmativeNegative


(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plaint/long)

Eng.

Perfective (past)

(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plain/long)

Eng.

Adjective conjugation

AffirmativeNegative


(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plain/long)

Eng.

Perfective (past)

(Plain/short)

(Plain/short)

(Non-Plain/long)

(Non-Plain/long)

Eng.

Noun conjugation

Plain/short formNon-plain/long


Affirmative


Negative

Perfective (past)Affirmative

Perfective (past)Negative

Na-adjective conjugation



Affirmative


Negative






Affirmative


Negative






Affirmative


Negative



FJ201/202Verb conjugation Rulesdictionary form form

-form

-form

Plain past-form

Plain negative form

Plain negative past

Eru-iruEnding VerbDrop and add Drop and add Drop and add Drop and add Drop and add

Eru ending

Iru ending

to be

Iru ending

Bu/Mu /NuEnding Verb

Ku

Ending Verb

Gu

Ending Verb

dictionary formMasu form

Te-form

Ta-form

Plain pastNai-form

Plain negativeNakatta form

Plain negative past

-Ru (NOT eru/iru)

Ending Verb

Su Ending Verb

TuEnding Verb

UEnding Verb

Irregular Verb

12

Long Vacation: Episode 1

Minami and Sena meet for the first time.

(Door bell rings, pounding on the door.)

:

(Door slams. Door bell rings)

EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)

10

8

9EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)


EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)


10

EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)30

EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)


10

9

30

EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 13(),)Transcription of NHK TV dramaEpisode 113 and 114.

Transcriber: Erica Zimmerman

Background information: The two main speakers are mother () and daughter (). is pregnant with her first child. Her mother is very worried about her. was born in Okinawa but she now lives in . is a nurse (EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)). Occasionally you will hear an intonation pattern that is used in Okinawa. Listen and watch the segment and write down anything that you think is interesting. 1. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)2.

3.

4. 5.

Surprised6.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),) 7.

8.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)9. 10.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)Must be caution things11.

12.

13.

14.

15.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)nurse16.

EQ \* jc2 \* "Font:MS Mincho" \* hps16 \o\ad(\s\up 13(),)17.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)

belly to give birth18.

19.

20.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)important21.

22.

superstition23.

24.

25.

26. 27.

Okinawain for to get angry28.

29.

30.

31.

32. 33.

Second Segment

34. 35.

36.

37. Announcer:

38. 39. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)to have, give birth40. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)(EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)to work)41.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)obstetrics and gynecology42.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),) To be relieved, not worried.43. 44.

45. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)

46. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)body47. EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)48.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)49. 50.

EQ \* jc2 \* "Font: " \* hps12 \o\ad(\s\up 14(),)Laughing matter51. 52.

53.

54.

55.

(5) Segment 5 Sang Ki Ha MD 5 Track 5

209

(2.4)

210B:(geki na) sugoi shi na. (1.2) ore mo ichi ban saisho ni

(drama IP) really also IP. (1.2) I also one number first DAT

(dramatic) it is like wow. (1.2) but I also it was the very

211

bikkurishita n dakedo, kankoku no (chuukyookeibajoo) no gakkoo ga

surprised NOM Cop but, Korea LK (chuukyokeibajoo ) LK school S

first time I was surprised, there is a Korean (chuukyoo racetracking) school

212

aru no. kankoku no.

exist NOM. Korea LK.

(its) Korean.

213SH:hai.

uh-huh.

uh-huh.

214

(0.4)

215B:soko de:, moo ore wa honto (kaikaku o matteta) hito ga:

there LOC:, already I TM really (revolution O waited) person S:

there:, as for me the person who really (waited for a revolution)

216

(0.2) nakunatte:, (0.9) sooshiki atta (mon) na? hajimete kankoku no

(0.2) passed away:, (0.9) funeral had IP IP? first Korea LK

(world) passed away. (0.9) and there was a funeral right? it was the first time

217

sooshiki itta (wake yo).

funeral went (reason IP).

to go to a Korean funeral.

218SH:hai.

uh-huh.

uh-huh.

219B:soshitara, haitta totan ni nonde mitai:[: yo. odori yo(h)t(h)ta(h)=

and, go in as soon as DAT drink seems IP dance di(h)d(h)=

and, as soon as I went in I wanted to try to drink:: danc(h)in(h)g =

220SH:

[a:::

221B:=ke(h)do(h) hehehe. .hh na(h)n(h)da(h) ko(h)re(h) futsuu nihon

=bu(h)t(h) hehehe. .hh what's this IP. usually Japan

=wha(h)t's(h) th(h)i(h)s. usually if in Japan,

222

da to, shuu:n to shite ko: >oshookoo [shite( )

日本語二年生 second-year japanese fj201

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