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1 Queens College Japanese I. Using verbs of giving and receiving * Japanese has two sets of verbs for giving and one set of verbs for receiving. Usage is determined by the social relationships among giver, recipient, and speaker. 1. Using the verbs of giving and * The first group of verbs of giving and is used when the recipient is the speaker or a member of the speaker s in-group (someone close to the speaker such as family members and close friends). The giver can be anyone except the speaker. (Professor Okawa gave me a CD.) (My professor gave my little brother a toy.) (The president (of my company) gave me a wristwatch as a wedding gift.) (Michiko gave me my younger sister a coffee cup.) (My mother gave me a ring.) (My grandma gave me cookies.) * The honorific verb should be used when the giver is a member of the speaker s out-group and is socially superior to the speaker. Otherwise, use. Among family

Using the verbs of giving and * The first group of verbs of giving and is used when the recipient is the speaker or a member of the speaker s in-group (someone close to the speaker such as family

2 Queens College Japanese members, is used regardless of social status or age. The social relationships involved are depicted by the following diagram: * is a -verb and is a -verb. The polite present form of is, and not Plain negative form Polite affirmative form Plain affirmative/dictionary form Conditional form Volitional form -form * Grammatically, the recipient is the indirect object, marked by the particle. B. Using verbs of giving * the second group of verbs of giving is used when the recipient is not the speaker or a member of the speaker s in-group. The giver can be anyone, including the speaker. Note that if the giver is a member of the speaker s in-group, then the recipient can be a member of the speaker s in-group.

recipient is the indirect object, marked by the particle. B.

3 Queens College Japanese (I respectfully gave liquor to Professor Tanaka for his birthday.) (I gave a puppy to Yamada.) (I gave my mother carnations on Mother s Day.) (I gave water to a flower. / I watered a flower.) * If both the giver and the recipient are members of the speaker s in-group, or can be used more or less interchangeably with. The use of implies that the speaker feels close to the recipient than to the giver, and thus presents the recipient s point of view, while the use of or implies that the speaker feels close to the giver than to the recipient, or is at a neutral distance between them. e.g. My mother gave my brother some sweets. (The speaker identifies with his brother.) My mother gave my brother some sweets. (The speaker is neutral or identifies with his mother.) * The diagram below shows these relationships.

The use of implies that the speaker feels close to the recipient than to the giver, and thus presents the recipient s point of view, while the use of or implies that the speaker feels close to the

4 Queens College Japanese * The humble verb,, is used if the recipient is socially superior to the speaker and is a member of the recipient s out-group. This might include professors, bosses, or older acquaintances. The verb is used if the recipient is socially inferior to the speaker. It includes mainly animals, plants, and younger family members. Otherwise, is used. The diagram below shows these relationships. * and are -verbs, and is an -verb. They conjugate as follows:

The verb is used if the recipient is socially inferior to the speaker.

5 Queens College Japanese Plain negative form Polite affirmative form Plain affirmative (dictionary) form Conditional form Volitional form -form Summary chart verbs of giving: ( & ) ( ) Speaker In-group Out-group Giver X Recipient X ( ) ( & )( ) Speaker In-group Out-group Giver Recipient X X (unless the giver is in-group ) Identify each person s (or animal s) social status in relation to yourself. (i.e. in-group or out-group? inferior or equal or superior? ) (or or ) 4. Insert an appropriate verb (past tense) of giving and complete each sentence: (doll)

Recipient X X (unless the giver is in-group ) Identify each person s (or animal s) social status in relation to yourself. (i.e. in-group or out-group?

6 Queens College Japanese (rose) 4. (socially equal) (stuffed animal) 7. (novel) (socially superior) : Identify each person s (or animal s) social status in relation to yourself. (i.e. in-group or out-group? inferior or equal or superior? ) (socially equal) 3. (my student) (socially superior) Insert an appropriate verb (past tense) of giving and complete each sentence: (kitten) (socially superior)

inferior or equal or superior? ) 1. 2. (socially equal) 3. (my student) 4. 5. 6. 7.

7 Queens College Japanese (socially equal) (flower) 22. (socially equal) 23. (socially superior)(gift certificate) C. Using the verbs of receiving and Tanaka received a rose from Yamamoto. (My little sister received a pair of sneakers from our father.) (My father received golf balls from my big brother on Father s Day. (used when the giver is socially superior to both speaker and recipient) (I received a novel from my teacher.) My big brother received a card from the teacher. * Both and mean to receive. They are used when the recipient is the subject of the sentence. It is important to remember that the giver cannot be the speaker, but the recipient can be anyone. The giver is marked by the particle or. The particle indicates the source from which the gift originates. In cases where the giver is an institution such as rather than a human being, the particle must be used; use of implies that the speaker feels close to the giver. e.g.

(used when the giver is socially superior to both speaker and recipient) (I received a novel from my teacher.) My big brother received a card from the teacher. * Both and mean to receive.

8 Queens College Japanese * Before beginning to eat, Japanese people say (I humbly receive). This expression comes from the verb. * Both and are -verbs. They conjugate as follows: Plain negative form Polite affirmative form Plain affirmative (dictionary) form Conditional form Volitional form -form 3 Insert an appropriate verb (past tense) of receiving and complete each sentence: (doll) 3. (socially equal) (socially superior) 1. My mother gave me a book for my birthday. 2. My friend Mariko gave my sister gift certificates as a wedding gift. 3. I heard that Tanaka (socially equal) would give me a Christmas gift.

appropriate verb (past tense) of receiving and complete each sentence: 1. 2. (doll) 3. (socially equal) 4. 5. 6. (socially superior) 1.

9 Queens College Japanese The president said that he would give my father an invitation card. 5. I intend to give Mr.Yamada (socially superior) a book as a thank you gift. 6. I would like to give a souvenir to the president. 7. I gave my girlfriend earrings on Valentine s Day. 8. My friend Takashi gave my brother a wristwatch as a graduation gift. 9. My friend is going to give sweets to Professor McClure. 10. Tanaka (socially equal) gave Mr. Yamada (socially superior) a thank you card. 11. I got a ring from my boyfriend for Christmas. 12. Since I received a book from the teacher, I think I want to give him a thank you card. : Insert an appropriate verb (past tense) of receiving and complete each sentence: (kitten) (socially superior) 6. (socially equal) (flower) 1. I would like to give a souvenir to the president.

My friend is going to give sweets to Professor McClure. 10. Tanaka (socially equal) gave Mr. Yamada (socially superior) a thank you card. 11. I got a ring from my boyfriend for Christmas. 12.

10 Queens College Japanese I gave my girlfriend earrings on Valentine s Day. 3. My friend Takashi gave my brother a wristwatch as a graduation gift. 4. My friend is going to give sweets to Professor McClure. 5. Tanaka (socially equal) gave Mr. Yamada (socially superior) a thank you card. 6. I think Mr. Yamada (socially superior) will give Yamada (socially equal) liquor. 7. I heard that My father received wine from his boss. 8. I got an invitation card from college. 9. I think Mr. Yamada (socially superior) will give Yamada (socially equal) liquor. 10. I heard that My father received wine from his boss. 11. I got an invitation card from college. 12. I think my friend got a letter from the teacher. II. Expressing desire, using and the -form of the verb + A. Expressing desire for something with (What do you want for Christmas?) (I want a kitten.) (My sister wants a puppy.) * indicates that the speaker wants something (a physical object). To express the speaker s wish to do something (an action), use ~. e.g. (I want this chocolate.) (I want to eat this chocolate.)

Yamada (socially superior) will give Yamada (socially equal) liquor. 7. I heard that My father received wine from his boss. 8. I got an invitation card from college. 9. I think Mr.

11 Queens College Japanese * is an -adjective and takes to mark its object. Polite form Plain form I want some fruit. or I don t want any fruit. I wanted some fruit. I didn t want any fruit. or * The subject of must be the speaker for statements; it can be either the speaker or the listener for questions. To express someone else s desire, must be followed by the suffix or by expressions such as or. The object of desire is marked by the particle when the suffix is used. The word is usually used in the progressive form,. * The Japanese consider that no one but the person directly involved knows his or her emotional state, and that one can only guess about the feelings of others. Words such as and, which expresses emotive states, are thus reserved for the speaker. To indicate other people s emotions, use expressions that imply an understanding or guess on the part of the speaker, such as (it is actually the case that ~), and. e.g. (Smith wants a puppy.) (Smith was saying she wants a puppy.) (I heard Smith wants a puppy.) (It is the case that Smith wants a puppy.) 5.1 Answer the following questions: 1. 2.

To express someone else s desire, must be followed by the suffix or by expressions such as or. The object of desire is marked by the particle when the suffix is used.

12 Queens College Japanese Look at the following chart and say who wants what on what occasion: occasion 4. Expressing a desire to have someone do something, using the -form of the verb + I d like you to get me some soap. Smith was saying he wants Yamada to come.

13 Queens College Japanese * The -form of the verb + is used to express the speaker s desire to have someone do something. Thus, it is often used as an indirect form of request. The person who actually performs the act is marked by the particle but is usually omitted if understood from context. Similarly, is usually omitted. * The -form of the verb + cannot be used to express the speaker s desire to have socially superior person do something. Use the -form of the verb + (in Chapter 8). * In order to express a desire to have someone not do something, use or. e.g I d like you to take a look at this letter. 2. I want my students to study more. (more = ) 3. I want my girlfriend to see me more (often). 4. I wanted you to talk to me more. 5. I want my boyfriend to see my parents I want Tanaka to come to New York. 2. Yamada was saying that he wants his father to buy him a computer. 3. What do you want me to do?!

* The -form of the verb + cannot be used to express the speaker s desire to have socially superior person do something. Use the -form of the verb + (in Chapter 8).

14 Queens College Japanese I don t want my teacher to meet my father. 5. The teacher doesn t want his students to be absent from class. III-A. Expressing the fact something is easy to do, using the stem of the verb + (This wristwatch is easy to read.) (These shoes are easy to walk in.) (Professor Kawaguchi is an easy teacher to talk with.) (This computer is easy to use.) (This room is easy to clean.) 6 Fill in each blank using an appropriate verb stem: * (As for X, something that is easy to X is good.) These sneakers are easy to run in. 2. I think it s easy to make a cake. 3. I don t think it is easy to go up to Queens College from Tanaka s apartment. 4. Professor Tanaka s class was easy to understand. 5. It is easy to make a mistake in this Chinese character.

) (This computer is easy to use.) (This room is easy to clean.) 6 Fill in each blank using an appropriate verb stem: * (As for X, something that is easy to X is good.) 1. 2. 3. 4. 5. 6 1.

15 Queens College Japanese Spring weather is easy to change. 7. It is easier to study at the library than at home. 8. This issue is not easy to talk about. B. Expressing the fact something is hard to do, using the stem of the verb + (This coffee cup is hard to hold.) (This medicine is hard to take.) (I think Tofu is difficult to eat with chopsticks.) (It is difficult to go to QC from Brooklyn.) 7 Fill in each blank using an appropriate verb stem: (beans) (handwriting) 1. I think these shoes are hard to put on. 2. Since Yamada is hard to talk to, he doesn t have any friends. 3. This pen is expensive but hard to write with. 4. This pen is cheap and hard to write with. 5. The teacher s talk was hard to listen. 6. Since it is hard to listen, could you call me again after you leave the restaurant?

) (It is difficult to go to QC from Brooklyn.) 7 Fill in each blank using an appropriate verb stem: (beans) (handwriting) 1. I think these shoes are hard to put on. 2.

16 Queens College Japanese I don t think your handwriting is hard to read. 8. I think your handwriting is not hard to read. IV. Expressing excessiveness, using the stem of the verb or adjective + (This sweater is too big.) (I drank too much and now I feel sick.) (This wristwatch is a bit too expensive.) (Yamamoto talks too much.) (I don t like it here because it is too quiet.) * When is added after the stem of a verb, -adjective, or -adjective, it implies that the action or state of that verb or adjective is excessive. Dictionary form Stem + -adjectives -adjectives irregular verbs -verbs -verbs * is the correct form for when used with. * is a -verb and follows the conjugation pattern of -verbs: Plain negative Polite affirmative Plain affirmative Conditional -form (dictionary form)

) (Yamamoto talks too much.) (I don t like it here because it is too quiet.

17 Queens College Japanese Please don t feed too much to the dog. 2. You are giving gifts to your girlfriend too much. 3. You d better not drink too much. 4. It takes too much time to go to Queens College. 5. You re thinking too much! 6. Tanaka is too smart. 7. This cake is too sweet. 1. Tanaka is too quiet for me. 2. This book is too difficult for me. 3. This sweater is too expensive for me to buy. (A is too B for C to D: A C (in its plain form) ) 4. I talked too much and I m tired. 5. My friend gave me this shirt, but it is too big. 6. It is not good to exercise too much. 7. If you walk too much, your feet will sore.

This cake is too sweet. 1. Tanaka is too quiet for me. 2. This book is too difficult for me. 3. This sweater is too expensive for me to buy.

18 Queens College Japanese V. Expressing a hypothetical condition, using the conditional form A. Expressing an open hypothetical condition, using the conditional form Michiko likes flowers, so if you give her a houseplant, I think it will be good. If (and only if) you don t eat before you go to bed, you will lose weight. If (and only if) you give me that candy, I will give you these chocolates. * The conditional form is made as follows: -adjectives and the negative ending : Replace with -adjectives and nouns: Replace with or Irregular verbs and -verbs: Replace with - verbs: Replace /u/ with /e/ and add * The potential form of all verbs (e.g.,, can walk), is always a -verb. Follow the pattern for -verbs to make the conditional form of a potential ( ).

If (and only if) you don t eat before you go to bed, you will lose weight. If (and only if) you give me that candy, I will give you these chocolates.

19 Queens College Japanese Noun + copula -adjectives -adjectives Plain present conditional affirmative form Affirmative Negative Irregular verbs -verbs -verbs * The conditional clause indicates a condition necessary for the event or action in the main clause to take place. In this sense, it can be translated as if and only if. The condition must be something that has not been realized. * The negative form of the conditional is, which is the same as the found in. All negative forms use, regardless of what part of speech they are. * is used for the copula verb and -adjectives. The in is optional. * can express suggestions or the speaker s hope: e.g. A: A: This store is closed today. Yamada is not here yet. B: B: It will be fine if we come again tomorrow. It should be okay if he gets here by 3. (We can just come again tomorrow.) (I hope he will come here by 3.) * The expressions are often used

* The negative form of the conditional is, which is the same as the found in. All negative forms use, regardless of what part of speech they are. * is used for the copula verb and -adjectives.

20 Queens College Japanese when the speaker wishes something that may not happen in reality: e.g. A: (Yamada says he can t come today because he has to work late.) B: (That s too bad. I wish he could come.) A: (I heard Smith had a traffic accident and was hospitalized.) B: (Is that so? Is he badly injured?) A: (I don t know. I hope it s not serious.) (Is that person still here? I wish he d go home soon.) 9 1. If the weather is good, we ll go to the park. 2. If the weather is not good, we will not go to the park. 3. I hope he is fine/well. 4. If you are not fine/well, you should stay home. 5. I hope the new teacher will be kind. 1. If I can get a B, it will be all right. 2. If you can t speak Japanese, you can t work here.

I hope it s not serious.) (Is that person still here? I wish he d go home soon.) 9 1. If the weather is good, we ll go to the park. 2.

21 Queens College Japanese If you take this medicine, you will feel better. 4. If you don t take this medicine, your illness will get worse. 5. If you study more, your grades will go up. 6. If you don t study, you will get an F. 7. It will be fine if you call him again. B. Expressing a hypothetical condition, using (verb conditional form) or B-1. (verb conditional form) If I could speak Japanese better, I could have gotten a job at that company. If my legs were longer, I could be a model. * The condition in the clause may express a counter-factual situation or a hypothetical condition. B-2. It would have been good if I had studied yesterday. (I wish I had studies yesterday.) I wish Yamada were not married. I wish I had gone to bed early.

22 Queens College Japanese I wish I had called. * is used to express the speaker s regret about something that he or she wished he or she had done, or something that he or she wished had happened. * The colloquial forms of the construction are shown below. There is no colloquial form for. In the affirmative, becomes. For -verbs, the /-eba/ becomes /-ya/.in the negative, becomes. Affirmative conditional Negative conditional -adjecives N/A Copula verbs N/A -adjectives Irregular verbs -verbs -verbs If it is cheap, I would buy it. 2. If I had read the textbook (), I would know the answer. 3. If Tanaka had not come, we could have talked more. 4. If my grades were good, I could have gone to this graduate school.

23 Queens College Japanese If I hadn t drunk sake, I wouldn t have become sick. 2. If I were 21 years old, I could go to a club. 3. If I were not ill, I would have traveled. 4. I wish I had studied more. 5. I wish I had given a birthday present to my father. 6. I swish I had not gone to the party last night.

Microsoft Word - j201drills27.doc

Microsoft Word - j201drills27.doc Drill 1: Giving and Receiving (Part 1) [Due date: ] Directions: Describe each picture using the verb of giving and the verb of receiving. E.g.) (1) (2) (3) (4) 1 (5) (6) Drill 2: Giving and Receiving (Part