Learn about talking about children
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| INTRODUCTION |
| Natsuko: ใใใซใกใฏใๅคๅญใงใใ |
| Naomi: ็ด็พใงใใ |
| Peter: Peter here. Problem Child. Natsuko san |
| Natsuko: ใฏใใ |
| Peter: ใฉใใงใใใใใ Problem child. |
| Natsuko: Yeah ใใใใใฎใฟใคใใซใ ใใงใฏไฝใฎใใจใใใใใชใใงใใใญใ |
| Peter: Yeah I donโt think you can derive much just from the title. So Naomi Sensei, can you tell us about this lesson. Whatโs going on here? |
| Naomi: ใใฃใจใๅ ็ใจๆ ก้ทๅ ็ใใ่ฉฑใใฆใพใใญใ |
| Peter: The teacher and the principal are having a conversation. |
| Naomi: ๅคๅใใใผใจใๅ ดๆใฏๅญฆๆ กใ ใจๆใใพใใๅญฆๆ กใงๅ ็ใจๆ ก้ทๅ ็ใโฆ |
| Peter: At the school. |
| Naomi: ใฏใใ่ฉฑใใฆใพใใ |
| Peter: And now Natsuko san, the title kind of makes sense right? |
| Natsuko: ใใใงใใญใใฉใใใๅ้กใฎใใๅญใใใใฟใใใงใใญใ |
| Peter: The problem child. So before we get in, what kind of Japanese will be covered today or what kind of Japanese is spoken in the conversation? |
| Natsuko: ไธๅฏงใงใใญใใใใญใ |
| Naomi: ใใใงใใญใ |
| Peter: Polite Japanese. |
| Natsuko: ใฏใใ |
| Peter: Alright, with that said, letโs see whatโs going on. Here we go. |
| DIALOGUE |
| ๅ ็: ใใใใ่จใๆนใฏใใใชใใงใใใใใฎๅญใฏๅญไพใฎใใใซๅฆใซใใใฆใใๆใใใใใใงใใ |
| ๆ ก้ท: ใฉใใใ้ขจใซใ |
| ๅ ็: ไผๆฉๆ้ใงใใใๅ้ใฎ่ผชใซๅ ฅใใชใใงใใๆๆ ่กจ็พใจใใใใๅๆๅๆฅฝใๅ จ็ถใใใฆใซๅบใใชใใใงใใ |
| ๆ ก้ท: ใงใใใใใใใชๅญไพใใใใงใใใใใใชใใๆฐไบบใฎๅ ็ใใใใใพใใใใใพใพใงใฎ็ต้จใใใใงใใใใ |
| ๅ ็: ๆๆฅญไธญใ็ญใใใใใฃใฆใใใใใซใๅฝใฆใฆใไฝใ่จใใพใใใใใฎใใใซใใในใใฎ็นๆฐใฏใใคใใฏใฉในใงไธ็ชใงใใๅฟใ้ใใใใใจใ่ฒใ ๅชๅใใฆใใใใงใใใปใปใปไธๅใซใ |
| ๆ ก้ท: ใใใงใใใๆฅๆใใๅฎถๅบญ่จชๅใๅงใพใใฎใงใใใฎ่พบใใ่ฆชๅพกใใใซๅฉๆฒใซ่ใใฆใฟใฆใใ ใใใใใใใใพใ่ฉฑใใพใใใใ |
| ๅ ็: ใใใใพใใใ |
| ใใไธๅบฆใใ้กใใใพใใไปๅบฆใฏใใใฃใใใ้กใใใพใใ |
| ๅ ็: ใใใใ่จใๆนใฏใใใชใใงใใใใใฎๅญใฏๅญไพใฎใใใซๅฆใซใใใฆใใๆใใใใใใงใใ |
| ๆ ก้ท: ใฉใใใ้ขจใซใ |
| ๅ ็: ไผๆฉๆ้ใงใใใๅ้ใฎ่ผชใซๅ ฅใใชใใงใใๆๆ ่กจ็พใจใใใใๅๆๅๆฅฝใๅ จ็ถใใใฆใซๅบใใชใใใงใใ |
| ๆ ก้ท: ใงใใใใใใใชๅญไพใใใใงใใใใใใชใใๆฐไบบใฎๅ ็ใใใใใพใใใใใพใพใงใฎ็ต้จใใใใงใใใใ |
| ๅ ็: ๆๆฅญไธญใ็ญใใใใใฃใฆใใใใใซใๅฝใฆใฆใไฝใ่จใใพใใใใใฎใใใซใใในใใฎ็นๆฐใฏใใคใใฏใฉในใงไธ็ชใงใใๅฟใ้ใใใใใจใ่ฒใ ๅชๅใใฆใใใใงใใใปใปใปไธๅใซใ |
| ๆ ก้ท: ใใใงใใใๆฅๆใใๅฎถๅบญ่จชๅใๅงใพใใฎใงใใใฎ่พบใใ่ฆชๅพกใใใซๅฉๆฒใซ่ใใฆใฟใฆใใ ใใใใใใใใพใ่ฉฑใใพใใใใ |
| ๅ ็: ใใใใพใใใ |
| ไปๅบฆใฏใ่ฑ่ชใๅ ฅใใพใใ |
| ๅ ็: ใใใใ่จใๆนใฏใใใชใใงใใใใใฎๅญใฏๅญไพใฎใใใซๅฆใซใใใฆใใๆใใใใใใงใใ |
| TEACHER: I don't mean to sound rude, but I feel like that student is a bit jaded despite being a child. |
| ๆ ก้ท: ใฉใใใ้ขจใซใ |
| PRINCIPAL: In what way? |
| ๅ ็: ไผๆฉๆ้ใงใใใๅ้ใฎ่ผชใซๅ ฅใใชใใงใใๆๆ ่กจ็พใจใใใใๅๆๅๆฅฝใๅ จ็ถใใใฆใซๅบใใชใใใงใใ |
| TEACHER: Even during breaks, he won't join his friends and he doesn't express any emotion. Rather, he doesn't show his joys, anger, sorrows or happiness. |
| ๆ ก้ท: ใงใใใใใใใชๅญไพใใใใงใใใใใใชใใๆฐไบบใฎๅ ็ใใใใใพใใใใใพใพใงใฎ็ต้จใใใใงใใใใ |
| PRINCIPAL: But there are different kinds of children. You're not a new teacher. You have plenty of experience to learn from, don't you? |
| ๅ ็: ๆๆฅญไธญใ็ญใใใใใฃใฆใใใใใซใๅฝใฆใฆใไฝใ่จใใพใใใใใฎใใใซใใในใใฎ็นๆฐใฏใใคใใฏใฉในใงไธ็ชใงใใๅฟใ้ใใใใใจใ่ฒใ ๅชๅใใฆใใใใงใใใปใปใปไธๅใซใ |
| TEACHER: During class, he won't say anything even though he knows the answer. And yet he gets the highest test scores in his class. I am really trying hard to make him open up his heart...But there is no change. |
| ๆ ก้ท: ใใใงใใใๆฅๆใใๅฎถๅบญ่จชๅใๅงใพใใฎใงใใใฎ่พบใใ่ฆชๅพกใใใซๅฉๆฒใซ่ใใฆใฟใฆใใ ใใใใใใใใพใ่ฉฑใใพใใใใ |
| PRINCIPAL: Is that so. Well, next month, the teachers will start visiting students' homes to talk to parents. So try and ask the student's parents about this. Let's talk again after that. |
| ๅ ็: ใใใใพใใใ |
| TEACHER: Sure, no problem. |
| POST CONVERSATION BANTER |
| Peter: Naomi Sensei, letโs ask Natsuko san what she thought of todayโs conversation. |
| Naomi: ๅคๅญใใใไปๆฅใฎไผ่ฉฑใใฉใๆใใพใใใใ |
| Natsuko: ใชใใชใๆทฑๅปใงใใญใ |
| Naomi: ใใใงใใญใ |
| Natsuko: ๆ่ฟใใใใใใ่ฉฑใ่ใใใใชๆฐใใใพใใ |
| Peter: Yeah this is a pretty deep conversation and the one thatโs heard very often recently. |
| Naomi: Yes ๅฐๅญฆๆ กใฎๅ ็ใใใใใไธญๅญฆๆ กใฎๅ ็ใฏๆ่ฟๆฌๅฝใซๅคงๅคใงใใใญใ |
| Peter: Yeah recently Elementary school teachers and middle school teachers are in kind of a fix. They have it kind of tough. |
| Natsuko: ใใใใๅญไพใฎๅ ดๅใฃใฆใ่ฆชใๅญไพใฎ่ใใฆใใใใจใใใใใชใใชใใฆใใ่ฉฑใ่ใใพใใใญใ |
| Naomi: Sometimes even the parents say they donโt know what their child is thinking. |
| Peter: Yeah I can definitely see that. I mean yeah the things change so fast now. |
| Natsuko: ใกใใฃใจJapanesePodใซใใฆใฏใทใชใขในใชใใผใใงใใญใ |
| Peter: ็ใใใงใใญใ |
| Naomi: ใใใงใใญใใงใใใใใใใใกใใฃใจๅคงไบบใฃใฝใๅญไพใชใ ใใใใใใชใใงใใใญใ |
| Natsuko: ใใใงใใญใใใใจใใๆฅใใใใใใใชใฎใใใ |
| Peter: Yeah maybe he is just mature or maybe he is just shy. |
| Naomi: ใใใงใใญใๅๆๅๆฅฝใๅ จ็ถ่กจใซๅบใใชใใ |
| Peter: Ah thatโs one of the words we have to cover. So before we could actually translate this, why donโt we take a look at the vocab? |
| VOCAB LIST |
| Naomi: ใฏใใๅๆๅๆฅฝ |
| Peter: Human emotions. |
| Naomi: (slow)ใใฉใใใใใ(natural speed) ๅๆๅๆฅฝ |
| Peter: And Natsuko san, this is. |
| Natsuko: ๅๅญ็่ช |
| Peter: Meaning a word or concept that is expressed in four Chinese characters. |
| Natsuko: ๆฅๆฌใงใใใ่ฉฆ้จใซๅบใฆใใใใงใใใญใ |
| Naomi: ๅบใฆใใพใใญใ |
| Natsuko: ๅๅญ็่ชใ |
| Naomi: ๅฝ่ชใฎ่ฉฆ้จใฎๅใฏใใใใ่ฆใใชใใใฐใใใชใใงใใญใ |
| Natsuko: Because there are so many of these kinds of words that often appear on your test. |
| Peter: Yes the Japanese tests for Japanese students. |
| Natsuko: ใใใงใใญใ |
| Peter: And in this case, we have one of these. Now the four characters each mean something. Naomi Sensei, what does the first character mean? |
| Naomi: ใใใฏๅใถใจใใๆๅณใงใใ |
| Peter: Joy. This is followed by |
| Naomi: ๆใ |
| Peter: Anger and we have |
| Naomi: ๆฒใใ |
| Peter: Sad. |
| Naomi: ใใใงใใญใ |
| Peter: To be sad and finally we have |
| Naomi: ๆฅฝใใ |
| Peter: Have fun. So we have joy, anger, sadness, fun and this translates to human emotions. |
| Naomi: ๆฅๆฌไบบใฏๅๆๅๆฅฝใๅฐใชใใงใใ๏ผ |
| Natsuko: So did they show their human emotions or not? |
| Peter: ใ้ ใ้ฃฒใใจ When they drink. ๅใใใใชใใพใใ Like they double it. |
| Natsuko: That means the child doesnโt have the way to express their emotion. |
| Naomi: Because they are not drunk. |
| Natsuko: ใใผใใใ ใใproblem childใซใชใฃใกใใใใ ใ |
| Naomi: ใใใใฃใใ |
| Natsuko: ใ้ ใ้ฃฒใพใชใใจใ Thatโs a joke. |
| Peter: Yeah just the joke. I think but itโs true. When they have some alcohol, they are much more expressive orโฆ |
| Natsuko: I agree. |
| Peter: If you approach them first, then they are much more willing to be open. |
| Natsuko: Oh yes right. Ask them first right? |
| Peter: Yeah. |
| Natsuko: You know, they donโt voluntarily show their expression but when asked, they reveal their inner emotion. |
| Naomi: Really? |
| Peter: Yeah. |
| Naomi: ใใผๆฐใฅใใพใใใงใใใใใใใใใใฏใใใใใๆนๆณใงใใญใ |
| Peter: Okay. Next we have |
| Natsuko: ๆๆ ่กจ็พ |
| Peter: Expressing emotion. Facial expression. |
| Natsuko: (slow)ใใใใใใฒใใใใใ(natural speed) ๆๆ ่กจ็พ |
| Peter: And this is made up of two words. First word is |
| Natsuko: ๆๆ |
| Peter: Emotion. Second |
| Natsuko: ่กจ็พ |
| Peter: Expression. So usually with facial expressions, this is |
| Natsuko: Yes something that appears outside. |
| Peter: Okay next we have |
| Naomi: ๆฐไบบ |
| Peter: New face, newcomer. This is followed by |
| Natsuko: ๅฎถๅบญ่จชๅ |
| Peter: To visit the home of students. |
| Natsuko: (slow)ใใฆใใปใใใใ(natural speed) ๅฎถๅบญ่จชๅ |
| Peter: And finally we have |
| Naomi: ๅฉๆฒ |
| Peter: Roundabout, indirect. Natsuko san, how can we use this word in dialogue or sentences? |
| Natsuko: ๅฉๆฒ่กจ็พใจใใ่จ่ใงใใไฝฟใใพใใญใ |
| Peter: Roundabout expression. |
| Natsuko: Yes. |
| Peter: Or indirect in expression. |
| Natsuko: So trying not to be rude by mentioning it directly. |
| Peter: Would ใกใใฃใจ be one? |
| Natsuko: Maybe, but I have a feeling that you know Japanese conversation is based on very indirect expressions. So the basis is already kind of indirect and in this case, ๅฉๆฒ่กจ็พ the person using the expression is strongly aware of you know, not mentioning it directly. So I think you know, more kind of elaborate. |
Lesson focus |
|---|
| Peter: ไบ่งฃใใพใใใใใใใจใใใใใพใใ Okay now letโs move on to the conversation. There are few points of interest here. Naomi Sensei ใ้กใใใพใใ |
| Naomi: First line ใใฎๅญใฏๅญไพใฎใใใซๅฆใซๅทใใฆใๆใใใใใใงใใ |
| Peter: I feel like that student is a bit jaded despite being a child even though he is a child and before the teacher said this, she used the following phrase to kind of soften the strong remarks about the child. This was? |
| Naomi: ใใใใ่จใๆนใฏใใใชใใฎใงใใ |
| Peter: I donโt mean to sound rude or I donโt mean to sound harsh or I hope it doesnโt come across this way and then we have the part about the child. Now whatโs of interest here to us is |
| Naomi: ใใใซ |
| Peter: And this is a conjunction we introduced earlier. Itโs similar to ใฎใซ which means although or in spite of in English but here this expresses the speakerโs emotional state which is usually anger, disdain or some kind of strong feeling. |
| Natsuko: ใกใใฃใจ่ฆไธใใฆใใๆใใงใใใญใ Kind of looking down. |
| Peter: Yeah. Letโs see if we can have a really good example. Naomi Sensei |
| Naomi: ใฏใใ |
| Peter: ไพๆใใ้กใใใพใใ |
| Naomi: ใฏใใๅฝผใฏๅญฆ็ใฎใใใซไผ็คพใไฝใใพใใใ |
| Peter: Even though he is a student, he made a company. |
| Naomi: ใใใพใใใใใใใใจใ ใจๆใฃใฆใใชใใใงใใญใ |
| Peter: Or ใใใใฏ the speaker is a little jealous. |
| Naomi: ใใใงใใญใๅญฆ็ใฎใใใซโฆ |
| Peter: Yeah. |
| Naomi: ใฟใใใชๆ่ฆใงใใญใ |
| Peter: You know, so you could picture a 25-year-old working at a convenience store seen as little kid. So itโs just disdain for this person who is doing something better than him where he uses ใใใซใ |
| Natsuko: Or maybe the teacher scolding the student who doesnโt study but you know starts business. |
| Peter: Ah seems like you are speaking from experience, Natsuko san? |
| Natsuko: No I am not a teacher. So itโs yeah this kind of negative or looking down kind of nuance. |
| Peter: Whereas ใฎใซ is more neutral. |
| Natsuko: Yes ๅญฆ็ใชใฎใซไผ็คพใไฝใใพใใใ thatโs pretty neutral. |
| Peter: Even though he is a student, he started a company. |
| Naomi: ใใใงใใญใใงใใใฃใจใใธใใฃใใชๆใใชใฎใใๅญฆ็ใชใใใไผ็คพใไฝใใพใใใใกใใฃใจใใธใใฃใใชๆใใใใพใใญใ |
| Natsuko: ใใใงใใญใใใๅญฆ็ใชใฎใซๅใใชใใใจใใๆใใงใใใญใ |
| Peter: So not this negative nuance to it. Next point of interest. |
| Natsuko: The sixth line ใใชใใๆฐไบบใฎๅ ็ใใใใใพใใใไปใพใงใฎ็ต้จใใใใงใใใใ |
| Peter: You are not a new teacher. You have plenty of experience to learn from. Donโt you? So we are going to take a look at ใใใใใพใใ which is a grammatical construction of โ itโs pretty complex and usually found probably on level 1 Japanese test. |
| Natsuko: ใใใใใพใใใใฏใใฃใจไธๅฏงใช่จใๆนใใใใฐใใงใฏใชใใฎใ ใใใ |
| Peter: And meaning because you are not with the nuance of you are better than that. So here the principal is telling the teacher, well you are not a new teacher. You should be better than that. So literally you are not bad among other things the ใ at the end and the nuance is, you are better than that. So come on, you are not a new teacher. |
| Natsuko: ใใใใใใใๆใใงใใญใ |
| Peter: And Naomi Sensei, we were listening to the Mr. Children song. |
| Naomi: ็ตใใใชใๆ ใจใใๆญใงใใญใใใใใฏ่ดใใใใจใ็กใใฃใใใงใใใใใผใฟใผใใใ็ฅใฃใฆใพใใใ |
| Peter: This grammatical construction comes up in the song and in the song they said. |
| Naomi: ใฌใญใใใใใพใใ |
| Peter: You are better than a spoiled little kid. You are better than a spoiled brat. |
| Natsuko: ใตใใใใใใใใใๆญ่ฉใๅบใฆใใใใ ใ |
| Peter: So here we have noun plus ใใฎใพใพใใใใใใพใใ Noun followed by ใใใใใพใใใ |
| Naomi: ไพใใฐใใใๅญไพใใใใใพใใใใฐใใชใใจใฏๆญขใใชใใใ |
| Peter: You are not a kid and again this among other things, you know whatโs right, you know whatโs wrong et cetera, et cetera. So you are not a kid, stop doing foolish things. So itโs this not only but among other things this nuance and usually it has that you are better than nuance to it. |
Outro |
| Peter: Okay so we are going to stop here. So if you have any questions stop by and leave us a post. Inside the PDF, detailed write up on ใใใซ and inside the learning center, drills, quizzes, tests to bring everything together. Thatโs going to do for today. |
| Natsuko: ใใใใใใใพใไปๅบฆใ |
| Natsuko: ใใใชใใ |
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