Tawa W. Japanese Stage-Step Course: Workbook 1

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CONFIRMATION

Read the corresponding section, Stage 1-3.2(2), in the Grammar Textbook first.

(2) Volitional aspect

1. Change the following sentences into the volitional aspect of the verbs.

Example:

Âø

ï÷ð

ô°

Ðû

óÇ

öàf2

ĂÂø

ï÷ð

ô°

Ðû

óÇ

öà÷êù2

ĆÉ

Ùû

÷èù

ôÌ

ûß

÷ê

ó{

îÙ





Ûy

uü

÷èù

Č÷àf2

ċÊø

àûóÜ

ôø

âü

ÛT

×ÚÔü

Ûy

uü

÷èù

Č÷àf2

ĊÉÑ

ÙûÅÚ

ôø

âü

Ûhc

çµÕÜ

ód

jü

÷àf2

ĉÂø

ï÷ð

ÛÒ

ïØ

ôïÛ

öß



ü

ÛĘĦęĦČ©

¨àf2

ćÊÑ

àûÚö

ô·

îüäæ

Û

Ôüñæ

Č³

öàf2

ąíÏ

äüÄü

ôÌ

ûß

÷ê

óJD

Ôµ÷\

ûĔĞĖČ

àf2

ĄÉ

Ùû

ñß

ôÌ

ûß

÷ê

óÖé

òüòû

óÓ

×Á

÷àf2

ăÒ

ïØ

ôø

âü

Û®³

÷ü¯ü

Č»

¨àf2

2. Change the above sentences into the volitional aspect of the copula by adding ±õð¯üË.

Example:

Âø

ï÷ð

ô°

Ðû

óÇ

öàf2

Ă

¯ü

ôÂø

ï÷ð

ô°

Ðû

óÇ

æj÷êù2

3. Change the following sentences into the volitional aspect of the copula by adding the adverb, 

±õð¯üË.

Example:

ïÛ¶

nç

×Ììé

ûÜÝüòû

jf2

Ă

¯ü

ôïÛ¶

nç

×Ììé

ûÜÝüòû

j÷êù2

Ć äÛÆã

Õûñæ

×ûûÆã

Õûñæ

jf2

ċ äu×VU

îüðü

jf2

Ċ ïu×ĝġěĥØüÛ(

'êù

jf2

ĉ ïÛãé

ñæòû

×ZY

÷üòÚ

jf2

ć äu×¼

Üèù

Þæ

Û°

Ðû

jf2

90 Stage 1-3 (Workbook 1)

4. Answer the following questions with the volitional aspect of the copula, adding ±õð¯üË.

Example:

Q: ïÛt|

äùäù

×Æ

ÔÔ

öûjfî2

A: 

¯ü

ô

Üû

Øûj÷êù2

ĆåäÛÆã

Õûñæ

×ûûjfî2

ċåäÛ®³

÷ü¯ü

×£

¥Àî

÷ûjfî2

Ċåíø

öêù

×.

fÀ

÷ûjfî2

ĉåïÛ¶

nç

Ûe

÷èß

÷ü



×%

Üî

ûjfî2

ćåÛ°

Ðû

ðÛ

÷ûjfî2

5. New vocabulary: (R: S1-3-5)



Family terms

refer to someone refer to one’s generic address

else’s own terms one’s own

older brother Ô¿

óû

Øü ¿

ïó

Ô¿

óû

Øü Ô¿

óû

Øü

older sister Ô¢

ÝÐ

Øü ¢

ïÝ

Ô¢

ÝÐ

Øü Ô¢

ÝÐ

Øü

younger 

Ôçùç

Øü 

Ôçùç



Ôçùç

first name

brother

younger sister 

ûµùç

Øü 

ûµùç



ûµùç

first name

Stage 1-3 (Workbook 1) 91

1. ïÛ

Ôçä

Û¶

nç

×¾

Áî

ØüÛÔ¿

óû

Øüj÷êù2

older brother

2. äu×ùÜÛ¿

ïó

Û>,

/

Û_

î

j÷êù2

older brother key

3. 

à

ØüÛÔ¢

ÝÐ

ØüÛv

æà

×®

ïðÙ

÷ûj÷êù2

older sister car new

4. ùÜÛ¢

ïÝ

Û

[

û

×çµi



ûj÷êù2Ã

ªð÷

Û×µßçi



ûjf2

older sister watch old more

5. ïÁðÛ

ûµùç

Øüç

Ôçùç

ØüçÌ

ûß

÷ê

ó°

Ðû

óÇ

öà÷êùî2

younger sister younger brother

6. ùÜÛ

ûµùç

×

Ôçùç

ç°

Ðû

óÇ

æj÷êù2

younger sister younger brother



 [õçûË

: “Watches” and “clocks” are both called [õçûË.

 iûõûË

: This adjective should be used only to describe “oldness” in a thing and not a per-

son. To say that a person is old, use the noun ì'õç÷È'Ë “old person,” or a verbal expression,

ìõç÷ËČçßûàf, “to be aged.”

 µßç

: When µßç, an adverb meaning “more,” modifies an adjective, it adds a comparative

meaning. For instance, µßçûû means “better,” and µßçÆõÔÔËöû means “bigger.”

PRODUCTION

6. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this

unit. Use the structures of this unit whenever appropriate.

7. Translation self-check: The example sentences with the new vocabulary given above have been

translated here into equivalent English sentences (the translation is not word-for-word). Try

checking the accuracy of your translation by translating them back into Japanese.

8. Pair work: Question-and-answer.

Example:

Q: ĝġěĥØüÛÔ¡

îï

Øü×ø

âü

¬ü

jfî2

A: ûûÐ2

¯ü

ô¼

Üèù

Þæ

¬ü

j÷êù2

Yes-no Question Answer with

±õð¯üË

Example: Brown-san’s mother; Japanese Chinese

1. this man; Brown-san’s older brother younger brother

2. this car; Yamada-san’s older sister’s younger sister’s

3. this watch; Kim-san’s older sister’s younger sister’s

4. Li-san’s older brother; a senior a junior

5. the teacher’s car; Honda Toyota

6. this newspaper; Japanese language Chinese language

92 Stage 1-3 (Workbook 1)

1. That man is probably Tanaka-san’s older brother.

2. This is probably my brother’s room key.

3. The car that Yamada-san’s older sister drives is probably new.

4. The watch that my older sister has is probably very old. Mine is older.

5. Shall we go to the movie with your sister and brother?

6. My sister will probably go to the movie with my brother.

9. Pair work: Question-and-answer.

Example:

Q: f÷×Ôû÷îßðjfî2

A: ûûÐôïà'Ôû÷æï'àòüj÷ð2

¯ü

ôO

âî

Û«

÷êæ

kù

Û×µßçÔû÷ûj÷êù2

Yes-no question with Negative response Volitional response

positive perfective (use adverb) (use

µßç

)

Example: sushi; good not very other dining rooms’

1. food at your school; good not that good other school’s

2. drinks at this café; hot not at all school’s

3. examinations for this class; difficult not very that class’s

4. rooms in this dorm; new not at all other dorms’

5. clocks in that house; old not that old my house’s

6. this key for the room; new not at all the one to her room

7. this newspaper; interesting not very other newspapers

10. Pair work: Question-and-answer.

Example:

Q: Ìz

ûß÷ê

ó

÷èæ

Õû

Č÷à÷êùî2

A: ÐÐôÂø

ï÷ð

ôÌz

ûß÷ê

ó÷à÷êù2

Suggestion Positive response with time adverb

Example: do homework together tomorrow

1. practice Japanese pronunciation tonight

2. read this interesting book together next Monday

3. listen to Chinese music together this week

4. watch this new movie tomorrow night

5. have lunch together next Tuesday

6. have coffee together next Thursday

7. go to that café with my older sister Sunday morning

8. speak to the teacher this morning

Stage 1-3 (Workbook 1) 93

11. Pair work: Question-and-answer. Use ±õð¯üË in your responses.

Example:

Q: Ô¿

óû

Øü×ûÚº

¸ü

öêù

÷àfî2

A: ¿

ïó

×ô

¯ü

ôíÏ

äüÄü

fj÷êù2

Question with

ûÚ

Response

Example: your older brother; study tonight

1. your younger brother; practice Japanese pronunciation this morning

2. your younger sister; read this interesting book next week

3. your older sister; listen to Korean music tonight

4. your grandfather; watch this new movie from England next month

5. your grandmother; call her friend in China next Friday

6. your father; have dinner with my sister Saturday

7. your older brother; go to that café with my older sister this Sunday

CONFIRMATION

Read the corresponding sections, Stage 1-3.3(1) and (2), in the Grammar Textbook first.

(1) Sentential conjunctions

ÛXó

Ûpj

, and

Ûó

;

(2) Sentential conjunction

ÕîÙ

1. Insert an appropriate conjunction (more than one may be possible) in the parentheses in the fol-

lowing sentences (ñ, ukµ, jµ, ÛXõàÐËó, ÛpõïçËj, ÛõçöËó, ÕîÙ). When

more than one is possible, explain the difference. Be sure that you understand the meaning of

each completed sentence.

Ćåí

äü

÷èù

×{

îÙ





Ûy

uü

÷èù

óÇ

öàfõúúúËôÉ

Ùû

÷èù

×Ç

öàòü2

ċåÊø

àûóÜ

ôø

âü

Û

÷èæ

Õû

Č÷àf2õú ú ú Ëô½ø

öÛù

×÷àòüj÷ð2

Ċåø

âü

Čº

¸ü

öêù

÷ûàf2õúúúËôø

âü

ñ

fä

÷±

î'àf2

ĉå½ø

öÛù

ÛÏ

Äü

ôhc

çµÕÜ

ç°

Ðû

óÇ

öà÷ð2õú ú ú Ëôf÷Č«

¸à÷ð2

ćåø

âü

Û

¬è

êù

óÇ

öà÷ð2õúúúËôø

âü

Û

Ôüñæ

Č³

öà÷ð2

ąåí

äü

ñß

ô¼

Üèù

Þæ

Čº

¸ü

öêù

÷ûàfõúúúËôÉ

Ùû

ñß

×÷àòü2

ĄåĘĦęĦČ©

¨à÷ð2õú ú ú Ëô®³

÷ü¯ü

Č»

¨à÷ð2

3: Conjunctions

94 Stage

-3 (Workbook 1)

2. Complete the following sentences. Be sure that you understand the meaning of each completed

sentence.

Ć ùÜÛ¿

ïó

Ûv

æà

×çµi



ûjfñô________________________________2

ċ½ø

öÛù

ÛÏ

Äü

ôhc

çµÕÜ

çø

âü

Û°

Ðû

Č

à÷ð2Û

çö

óô_________________2

Ċø

âü

Û

÷èæ

Õû

Č÷àòüj÷ð2ÕîÙô__________________________2

ĉ¡

××

×ø

âü

ñ±

î'àòüukµô_____________________________2

ć Ôû÷ûĘĦęĦČ©

¨à÷ð2Ûp

ïç

jô__________________________2

ąø

âü

Û¢

ïÝ

ód

jü

Č÷à÷ð2ÛX

àÐ

óô____________________________2

ĄÏ

Äü

Þ¤

×ü

ÛX

àÐ

óô___________________________2

ăa

n

Þ¤

×ü

Û

çö

óô___________________________2

ĀÒ

ïØ

Þ¤

×ü

Ûp

ïç

jô___________________________2

ÿø

âü

Û

¬è

êù

Ûp

ïç

jô_____________________2

CONFIRMATION

Read the corresponding sections, Stage 1-3.4(1) through (4), in the Grammar Textbook first.

(1) Limitation of

; (2)~(4) Joining predicates

3. Join the following pairs of sentences into single sentences by changing the first predicate into

the conjunctive form.

Example:

äÛîÄü×t

ðî

ûjf2÷ôûûjf2

ĂäÛîÄü×t

ðî

æôûûjf2

Ć¦



×^EL

îû÷ûü

jf2¦¡



×



÷

jf2

ċÖ

òü

ñß

ÛÖé

òüòû

×¾

Áî

Öé

òüòû

j÷ð2jµôí

äü

ñß

ÛÖé

òüòû

×

à

Öé

òüòû

j÷ð2

Ċ}ì

öêÝü

Û

¬è

êù

×çµVU

îüðü

j÷ð2jµôíì

äç÷

Û

¬è

êù

×£

¥Àî

÷îßðjf2

ĉ äÛ

öß



ü

ÛÔ

Ü

×Ôû÷ûjf2jµôïÛ

öß



ü

Û×Ôû÷æï'àòü2

ć äÛ

Ôüñæ

×ûûjf2jµôÛ

Ôüñæ

×ïà'Èæï'àòü2

ą

÷èæ

Õû

Č÷à÷ð2÷ô

×

æ

à÷ð2

ĄÒ

ïØ

ô¡

××

ód

jü

Č÷àf2÷ôã|

ñßäù

óÇ

öàf2

4: Joining Predicates with Conjunctive Forms

Stage 1-3 (Workbook 1) 95

ăã|

ñßäù

óÇ

öà÷ð2÷ôÖé

òüòû

óÓ

×Á

÷à÷ð2

Ā®³

÷ü¯ü

Č»

¨àf2÷ô¢

ïÝ

ód

jü

÷àf2

CONFIRMATION

Read the corresponding sections, Stage 1-3.5(1) through (3), in the Grammar Textbook first.

(1) Thematic

óÚû

; (2) Accompaniment

; (3) Instrumental

4. Insert an appropriate particle in the parentheses of the following sentences. Put an X when no

particle is necessary.

New vocabulary:

Kanji Kana Meaning

— Ģħ bus

3×÷ chopsticks

Aæ ïæ walk

Ć Shall we go to school by bus?

Ģħõ Ëã|

ñßäù

õËÇ

öà÷êùõ Ë2

ċ When did you talk to your teacher?

ûÚõ ËÖé

òüòû

õËÓ

×Á

÷à÷ðõ Ë2

Ċ I will write about Japanese.

âü

õË

öàf2

ĉ I go to class on foot every day.

Êø

àûóÜ

õË

¬è

êù

õËA

ï

ûõ ËÇ

öàf2

ć I went to the college library tonight.

íÏ

äüÄü

õ ËÆã

Õûñæ

õË<



÷ê

îü

õËÇ

öà÷ð2

ą I studied at the college library last week.

òü

÷èù

õ ËÆã

Õûñæ

õË<



÷ê

îü

õËº

¸ü

öêù

÷à÷ð2

Ą I studied in my dorm room.

(

'êù

õ Ë>,

/

õËº

¸ü

öêù

÷à÷ð2

5: Particles

96 Stage 1-3 (Workbook 1)

ă I eat Japanese food with chopsticks.

âü

õË«

¸m

µÛ

õ Ë×÷õ Ë«

¸àf2

CONFIRMATION

Read the corresponding sections, Stage 1-3.6 (1) and (2), in the Grammar Textbook first.

(1) Topicalizing an element; (2) Contrastive

5. Pair work: Question-and-answer. Topicalize an element from the preceding question sentence

and then add a new piece of information.

Example:

Q: f÷Č«

¸à÷ðî2

A: f÷×«

¸àòüj÷ðñôĕĥĢĦĒĦČ«

¸à÷ð2

Ć¼

Üèù

Þæ

ñÓ

×Á

òàfî2

ċo

¨À

Č©

¨à÷ðî2

ĊíÒ

Ø

ô®³

÷ü¯ü

Č»

¨àfî2

ĉíÏ

äüÄü

ôĔĞĖČ

àfî2

ćÉì

ÙûÝü

ôÔ¿

óû

Øü×·

îüäæ

óÇöàfî2

ąÉ

Ùû

ñß

ôø

âü

Čº

¸ü

öêù

÷àfî2

ĄÊø

àûóÜ

ôÔ

Ü

Č©

üjûàfî2

ă½ø

öÛù

ÛÏ

Äü

ôhc

çµÕÜ

óĚĦēČ

öà÷ðî2

6. Complete the following sentences by adding contrasting elements. Be sure that you understand

the meaning of each completed sentence.

Example:

íÒ

Ø

ôĘĦęĦČ©

¨àòüj÷ðñôÂø

ï÷ð

ÛÒ×ô©

¨àf2

Ćí

äü

÷èù

ô

÷èæ

Õû

Č÷àòüj÷ðñô______________________2

ċ°

Ðû

óÇ

öàòüj÷ðñô________________________2

Ċv

æà

×®

ïðÙ

÷ûjfñô________________________________2

ĉ Ģħjã|

ñßäù

óÇ

öàòüñô________________________2

6: Topic and Contrastive

Stage 1-3 (Workbook 1) 97

PRODUCTION

7. Discourse practice: Gather as much information as possible about the following from your part-

ner. Take turns so that your partner can also ask you questions.

Ć What your partner did and did not do yesterday

ċ What your partner is studying this semester

Ċ Ask about the courses that your partner is taking this semester

ĉ Ask about the food at the school cafeteria

ć Ask what your partner ate yesterday and ask about the food

ą Ask about the movies that your partner has watched

Ą Ask about the music that your partner has been listening to

ă Ask about the courses that your partner is planning to take

Ā Ask about your partner’s (or his or her sibling’s) car

ÿ Other things that you want to ask your partner

8. Discourse practice: Summarize the content gathered from the above and recount it to someone

else with or without referring to your notes. Use the information on pages 94 through 97.

Step 2

1. First, study the content and the important points of the following dialogues in the Grammar

Textbook and familiarize yourself with the meaning of each dialogue.

2. With the sound files, practice each dialogue until it is smooth without referring to the text.

Change roles with your partner and practice several times until the dialogue flows smoothly.

(1) Confirming with

3. Listen to dialogue (1): (R: S1-3-6)

1: Conversational Devices

ħĤħKĠğØü×

ìé

Ýüòû

jfÝ2

ĠğKÐÐôùjf2

98 Stage 1-3 (Workbook 1)

Stage 1-3 (Workbook 1) 99

4. Confirm the other’s assumption, as shown in the example below.

Example:

Ô¿

óû

Øü×Ììé

ûÜÝüòû

jfÝ2

ÐÐôùjf2õor ÐÐôÌìéjf2Ë

Ć äu×Ô¿

óû

ØüÛ_

î

jfÝ2

ċ u×Ô¢

ÝÐ

ØüÛ

[

û

jfÝ2

Ċ ÔÄïØü×I

Ðû

ñ±

î'àfÝ2

ĉÂø

ï÷ð

ô°

Ðû

óÇ

öàfÝ2

ć äÛ®³

÷ü¯ü

×íø

öêù

ÛjfÝ2

ąÂø

ï÷ð

×ĔĞĖČ

àfÝ2

Ą

Ôçùç

Øü×ôí

ûà

ôø

âü

Čº

¸ü

öêù

÷ûàfÝ2

ă äÛv

æà

×®

ïðÙ

÷ûjfÝ2

ĀÖ

òü

÷èù

Û

Èù

ôïÛ

öß



ü

óÇ

öà÷ðÝ2

(2) Indirectness in conversation

5. Listen to dialogue (2): (R: S1-3-7)

6. Correct the other’s assumption, as shown in the example below. Use the 9 sentences above.

Example:

Ô¿

óû

Øü×Ììé

ûÜÝüòû

jfÝ2

ûÐô¿

ïó

×

ìé

Ýüòû

jfñĈĈĈ2

(3) Confirming with

7. Listen to dialogue (3; Example 1): (R: S1-3-8)

ħĤħKĠğØü×

ìé

Ýüòû

jfÝ2

ĠğKûÐôr

æ

×ìé

ØüÝüòû

jfñĈĈĈ 2



à

Kø

âü

×£

¥Àî

÷æï'àòüî2

ĝġěĥKÐÐ2 £

¥Àî

÷ûjf2