Tawa W. Japanese Stage-Step Course: Workbook 1

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140 Stage 1-5 (Workbook 1)

Question (

What/who is in ...?

) Answer

Example: in that wallet 10,000-yen bills and 500-yen coins

1. in the office Kato-sensei

2. in the basement of that department store a flower shop, a book store, restaurants, etc.

3. in the next building many stores

4. in the desk drawer the photos of my parents and various things

5. on the bookshelves dictionaries, books, etc.

6. on the desk of your room an old computer, money, and paper

7. next door of the teacher’s house, live my aunt and uncle

8. next to that foreign student my roommate

9. under the chair a book from a foreign country

9. Discourse practice: For each question, ask further questions based on the responses given. Try

to sustain the dialogue as long as possible.

Ņ ĉĵĞė¹ħ

¼Ě

İĻĵõ

ęė

čĉÒī÷įġ

ĉĵĞėÚ

ĠıĐ

ėñ

ĺ Đ

İĻĵõ

ęė

čĉÒī÷įġ

²Ú

ĠıĐ

ė}

Ĳó

ĸİĥğ

ĵ İ

čĉÒī÷įġ

lĉĵĞė

ÒĮĺ

İĥĻĵą

čı

ĬĹ

čĹī÷įġ

jĉĵĞĥĜİè

Ļ7Ĺī÷įġ

3ĉĵĞėå

Ĝ ĺ

ėÛ

Īę

ĭģ

ĥĜİè

Ļ7Ĺī÷įġ

GĨą

ĭ Ĺ čı

İĻĵ

ĞÈ

ęė

čĉÒī÷įġ

IĨą

ĭ Ĺ čı

İĻĵĂ

áĪ

čĹī÷įġ

Zå

Ĝ ĺ

ėĔ

ĬĻ

ĬĹ

ĥě

Ĺ ī

ĩĜİĹËĸÊĹī÷įġ

ň Ĵ

ĳ Ļ

ėĔ

ĬĻ

ĬĹ

ĥĜİè

Ļ7ĹËĸÊĹī÷įġ

Stage 1-5 (Workbook 1) 141

CONFIRMATION

Read the corresponding sections, Stage 1-5.2 (1) through (3), in the Grammar Textbook first.

(1) Transitive; (2) Intransitive; (3) Semi-transitive

1. Insert appropriate particles in the parentheses. Put an X when no particle is necessary. Identify

the transitivity of each predicate (circle the appropriate one; T = transitive, I = intransitive; S =

semi-transitive). Do not use topicalized or contrastive ĥ here.

Ņ That student studies Japanese every day. (T-I-S)

ĉėąĢ

čıĬĹ

ļĽĽĽĶĴ

ī Ĺ İģ

ļĽĽĽĶĴ

ĳ Ļ

ļĽĽĽĶsz

tĻ ĲĮĺ

ĸī÷ġ

 I spoke Japanese every day last year, but I won’t this year. (T-I-S)

rò

ĲĮĆĻ

ļĽĽĽĶĴ

ī Ĺ İģ

ļĽĽĽĶĴ

ĳ Ļ

ļĽĽĽĶã

ĥ ĵ

ĸīĸĞčĩěò

ĜĪĸ

ļĽĽĽĶã

ĥ ĵ

ĸīĬĻġ

² I will write an e-mail message to my mother in Japan tomorrow. (T-I-S)

Ĵ

ĉ ĸ Ğ

ļĽĽĽĶÂ

ºı

ļĽĽĽĶĴ

ĳ Ļ

ļĽĽĽĶ

ĥĥ

ļĽ Ľ Ľ ĶũŵųļĽĽĽĶĀ

Ĳī÷ġ

l Can you speak Japanese? (T-I-S)

ĳ Ļ

ļĽĽĽĶ7Ĳī÷įġ

j I left the house at 5:30 yesterday morning. (T-I-S)

ÌĴ

Ĳėĺ

ļĽĽĽĶÑ

ĉĎ

ļĽĽĽĶČ

ĥ Ļ

ļĽĽĽĶ

Ĺ Đ

ļĽĽĽĶó

īĸĞġ

3 What time did you get up this morning? (T-I-S)

ěÑ

äĎ

ļĽĽĽĶğ

ĵĻ

ļĽĽĽĶ[

ĲīĸĞįġ

G What time did you go to bed last night? (T-I-S)

ÌĴ

Ĳėĺ

ļĽĽĽĶP

« Ļ

ļĽĽĽĶğ

ĵĻ

ļĽĽĽĶg

īĸĞįġ

I I went to bed late every day last week, but got up early. (T-I-S)

Ĕ§

ĬĻĸĤ ĺ

ļĽĽĽĶĴ

ī Ĺ İģ

ļĽĽĽĶ

Ħ®

ıļĽĽĽĶg

īĸĞčĩ#

ĥĚ

ıļĽĽĽĶ[

ĲīĸĞġ

Z I walked through the college campus with my friend. (T-I-S)

ÛÝ

Īęĭģ

ļĽĽĽĶĨą

ĭ Ĺ čı

ļĽĽĽĶ

ĉÖ

ĲīĸĞġ

2: Transitivity of Predicates

142 Stage 1-5 (Workbook 1)

CONFIRMATION

Read the corresponding sections, Stage 1-5.3 (1) through (3), in the Grammar Textbook first.

(1)

ĺģ

vs.

®Ī

; (2) Verbs of giving; (3) Verbs of receiving

2. Choose the correct verb. Confirm the meaning of each sentence.

Ņ ŮůŴĎĻĥÛ

Īę

ĭģ

ėÅ

Ī ĺ

ĎĻİĊ

ĥ ĵ

ŉĞıĎĻ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ



ÒĮĺ



ĸĻ

ĥđ

ĖĞĸ

İĦ

įĆ

ŉ

÷Ĝ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

² ųŵŦũŵŭėÅ

Ī ĺ

ĎĻĥ

ĹęĺĪ

İ\

Ħę

ĸ ¶

Ĺķ

ĳ Ļ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

l%

®ì

ĥ~

ĉĆ

İª

Ď Ĺ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

jęĺĩÀ

Ĺ

İÎ

ùß

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶįġ

3ÌĴ

Ĳėĺ

ĩŲŰĔ

ĬĻ

ĬĹ

čđ

ĖĞĸ

İĲAĹĵĊ

ĥ ĵ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

G ŲŰĎĻĩĉĵĞėųŵŦũŵŭĥÌĴ

Ĳėĺ

ĩĉĵĞİğ

ĵ İ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶįġ

Iđ

ĖĞĸ

ĥü

ĵį

ĬĻ

ĬĹ

İĴ

ĳ Ļ

ėķ

ĳ Ļ

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

ZĔ

ĬĻ

ĸĤĺ

ĩđ

ĖĞĸ

ĥ

ī Ĺ

İģ

ĩĊ

ĥ ĵ

İÎ

ùß

ļĚÒīĸĞîĉQīĸĞîĎĸĉQīĸĞîıAīĸĞîıĭĎĹīĸĞĶġ

3. Choose the correct verb. Situation: Jones, Park, and the speaker are classmates.

ŅŲŰĎĻĥŪŤŵŴŬĎĻİĊ

ĥ ĵ

ŉĞıĎĻļęËĹīĸĞîĹĞĭĲīĸĞĶġ

đ

ĖĞĸ

ęŪŤŵŴŬĎĻİĊ

ĥ ĵ

ŉļęËĹīĸĞîĹĞĭĲīĸĞĶġ

3: Verbs of Giving and Receiving

Stage 1-5 (Workbook 1) 143

²®ĸÈĩÅ

Ī ĺ

ĬĻ

ĬĹ

ęŪŤŵŴŬĎĻİĊ

ĥ ĵ

ŉļęËĹīĸĞîĹĞĭĲīĸĞĶġ

l 7ęĩđ

ĖĞĸ

ĥÅ

Ī ĺ

ĬĻ

ĬĹ

İęĊ

ĥ ĵ

ŉļęËĹīĸĞîĹĞĭĲīĸĞĶġ

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

 ĒļıİĶ

: “Country”; also, the speaker’s own country or “home.”

 ļÒĮĺĸĻĶ

: Refers to “both parents.” The honorific suffix Ę is added when referring to

someone else’s parents.

 ļĚ÷ĶļĚ÷ùī÷Ķ

: Meaning in general, “to rest,” this verb can also mean “to take a

holiday,” “to take time off [from work or school], “to be absent.” In the latter cases, the particle ŉ

must be used with the location.

ÌĴ

Ĳėĺ

ĩ'

Ĺ®č

ĸįĞ7÷ġĭįËĩěĴ

ĲĮĺ

ĥ

Ě÷

ùī÷ġ

I was busy yesterday. So, I will rest today.

ºı

ĥěĴ

ĲĮĺ

ĩĴ

ĳ Ļ

ėÃ

ēĤ

ÉĮĺ

ŉ

Ě÷

ùī÷ġ

I won’t go to the Japanese class today.

 óļĭĶ÷ļĭĸī÷Ķ

: The verb “to take/put out” can be used in several different situations. In all

cases, the topic takes/puts out a thing to a person.

śŵĎĻİĦ

ģÊ

ŉó

ĸīĸĞġ

I served tea to Li-san.

ÛÝ

Īęĭģ

İ

čù

ŉó

ĸīĸĞġ

I mailed a letter to my friend.

1. §

ĸĤĺ

īĠ

ĩþþĒ

ıİ

ė

ÒĮĺ



ĸĻ

İ

čù

ŉĀ

ĲīĸĞčĩ~

ĉĆ

İĥĀ

äīĬĻ7ĸĞġ

weekend country parents letter can write

2. ÌĴ

Ĳėĺ

ĩÃ

ēĤ

ÉĮĺ

ŉ

Ě÷

ùīĸĞčĩµ

ĸĤı

ĭ Ĺ

ĥó

ĸīĸĞġ

(see below) submit

3. ĉė

įĞ

İĴ

ĳ Ļ

ėķ

ĳ Ļ

ŉĹĞĭĲīĸĞčĩ®ėķ

ĳ Ļ

ėJ

į Ļ

čö

YīĬĻ7ĸĞġ

person kanji can read

ĥĥ

İīĞĦ

įĆ

ŉĞıĎĻęËĹīĸĞčĩÂ

ºı

ĥęĪď

į Ļ

čĳĸĹ7÷ġ

again time want

5. ŲŰĎĻİĊ

ĥ ĵ

ŉĉQīĸĮĺįġŲŰĎĻĥĊ

ĥ ĵ

č

Ĳ7ĸĮĺįĩ{

ĲË

Ĺ7ĸĮĺįġ

like dislike

6. đĥr

ĲĮ

ĆĻ

ĩå

Ĝ ĺ

ŉh

®Ġ

ÉĮĺ

ĸīĸĞġ®ėď

ĪĲ

İĩÅ

Ī ĺ

ĎĻčĜėª

Ď Ĺ

ŉıAīĸĞġ

graduate

7. Â

ºı

ĥĔĢİĊ

ĥ ĵ

ŉ>

ĸñ

QīĸĞčĩĔĢėĦx

Ğı

İĥęĺĊ

ĥ ĵ

čĞıĎĻĉÒīĸĞġ

already

144 Stage 1-5 (Workbook 1)

QĠ

Óĺ

İµ½

ĸĤıĭĹ

ŉó

ĸīĸĞġ

I submitted my assignment on Monday

 ļįĞĶ

: Means “person,” the same as ĂļáĪĶ. ļįĞĶ is more polite than ĂļáĪĶ.

 öļÓĶļÓùī÷Ķ

and

öļÓĶYÖļÓYī÷Ķ

: Earlier we learned that ãļĥĵĶĬÖļĥĵĬī÷Ķ

indicates the ability to speak and ãļĥĵĶ÷ļĥĵĸī÷Ķþ the act of speaking. The particles that

connect the verb and the language the person speaks are different: for the stative verb (such as “the

ability to speak”), you must use č, and for the action verb (such as “the action of speaking”), you

must use ŉ. There are rules to make active verbs into ability (and possibility) verbs (see Grammar

Textbook, Stage 1-9), but for now, a list with the sets that have been introduced is given below:

Active verb Meaning Ability verb Meaning

ĥ ĵ

ĸī÷ speak ã

ĥ ĵ

Ĭī÷ can speak

ùī÷ read ö

Yī÷ can read

Ĳī÷ write Ā

äī÷ can write

 ļ÷ĶĲ

and

{ļĲËĶĹ

: “To like” and “to dislike,” respectively; both are adjectival nouns and

take the direct object. Since they are not active predicates, č must be used for the objects. See

Stage 1-7 for more detailed information.

PRODUCTION

5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for the two

units above. Use the structures of these units whenever appropriate.

6. 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.

1. I wrote a letter to my parents at home over the weekend, but I couldn’t write to my sister.

2. I didn’t go to class, but I submitted my homework.

3. I received a Japanese book from that person, but I couldn’t read kanji in that book.

4. I received a lot of money from my mother again, but I want more time.

5. Shall we give flowers to Park-san? Do you think she would like them or not like them?

6. I graduated from high school last year. Kato-san gave me this wallet at that time.

7. I gave flowers to my teacher, but she already had a lot of flowers at her home.

7. Pair work: Question-and-answer.

Example:

Q: ĹĠµ

ĸĤı

ĭ Ĺ

ŉó

ĸīĸĞįġ

A: Ĕ

ĬĻ

ĸĤĺ

ėM

QĠ

Ó ĺ

İó

ĸīĸĞġ

Question Answer

Example: when submitted the homework last Monday

1. why Jones-san skipped class this Friday she was sick again

2. if the addressee can write some kanji a little

3. when Kato-san graduated from high school already last year

4. if the addressee likes Japanese food not very much

5. if the addressee has time a lot of time

6. what the addressee wants money and time

7. when the addressee will give flowers to him this weekend

8. what the addressee received from roommate an expensive wallet

8. Discourse practice: For each question, ask further questions based on the responses given. Try

to sustain the dialogue as long as possible.

Ask the addressee:

what he/she likes; what he/she dislikes; what he/she gave his/her friends last year; what he/she

received from his/her friends last month; where he/she lives; when he/she graduated from high

school; if he/she writes e-mail every day; if he/she can read kanji; if he/she can write kanji; what

he/she wants now.

9. Discourse practice: For each question, ask further questions based on the responses given. Try

to sustain the dialogue as long as possible.

ŅþĉĵĞėĒ

ıİ

ĥĜ7÷įġĻĵX

ĪĜ¶

7÷įġĘ

ÒĮĺ



ĸĻ

İÓıũŵųŉĀ

Ĳī÷įġ

Ĵ

ĳ Ļ

ėµ

ĸĤı

ĭ Ĺ

ĥĹĠó

ĸī÷įġĻĵµ

ĸĤı

ĭ Ĺ

7÷įġ

²ě

Ĺ ī

ĩĻĵõ

ęė

čĳĸĹ7÷įġĺĸÈ7÷įġ

lĻĵõ

ęė

č

Ĳ7÷įġĻĵõ

ęė

č{

ĲË

Ĺ7÷įġĺĸÈ7÷įġ

ĲĮ

ĆĻ

ĩÛ

Īę

ĭģ

İĻĵõ

ęė

ŉĉQīĸĞįġĹĠ7÷įġÛ

Īę

ĭģ

ĥĻĵõ

ęė

ŉıAīĸĞįġĹĠ7÷įġ

3ĉĵĞė

ĺ ģ

İĥĊ

ĥ ĵ

čĞıĎĻĉÒī÷įġĭAčĊ

ĥ ĵ

İÎ

ùß

ŉĚÒī÷įġĹĠĚÒī÷įġ

Stage 1-5 (Workbook 1) 145

146 Stage 1-5 (Workbook 1)

CONFIRMATION

Read the corresponding sections, Stage 1-5.4 (1) and (2), in the Grammar Textbook first.

(1)

with other particles; (2) Overriding particles

ĭä

and

ĸį

1. Insert appropriate particles in the parentheses below.

Ņ the e-mail message that you wrote to your friend

Īę

ĭģ

ļĽĽĽĽĽĶėũŵų

 the e-mail message that you have received from your friend

Īę

ĭģ

ļĽĽĽĽĽĶėũŵų

² the e-mail message that someone wrote about your friend

Īę

ĭģ

ļĽĽĽĽĽĽĶėũŵų

l Only I came to the class.

ºı

ļĽĽĽĽĽĶÃ

ēĤ

ÉĮĺ

İ°

īĸĞġ

j Only I came to the class.

ºı

ļĽĽĽĽĽĶÃ

ēĤ

ÉĮĺ

İ°

īĬĻ7ĸĞġ

3 I had only water this morning.

ĖĞĸ

ĥěÑ

äĎ

ĩÎ

ùß

ļĽĽĽĽĽĶ¾

ùīĬĻ7ĸĞġ

G I had only water this morning.

ĖĞĸ

ĥěÑ

äĎ

ĩÎ

ùß

ļĽĽĽĽĽĶ¾

ùīĸĞġ

I I had water only this morning.

ĖĞĸ

ĥěÑ

äĎ

ļĽĽĽĽĶÎ

ùß

ŉ¾

ùīĬĻ7ĸĞġ

Z I had water only this morning.

ĖĞĸ

ĥě

ļĽĽĽĽĽĶÎ

ùß

ŉ¾

ùīĸĞġ

ň I will only go to the Japanese class today.

ěĴ

ĲĮĺ

ĥĴ

ĳ Ļ

ėÃ

ēĤ

ÉĮĺ

ļĽĽĽĽĽĶ¸

Ĳī÷ġ

Ń I will only go to the Japanese class today.

ěĴ

ĲĮĺ

ĥĴ

ĳ Ļ

ėÃ

ēĤ

ÉĮĺ

ļĽĽĽĽĽĶ¸

ĲīĬĻġ

4: Particles

CONFIRMATION

Read the corresponding section, Stage 1-5.5, in the Grammar Textbook first.

2. Answer the following questions in Japanese.

Example:

Q: ĜĜİĭAįĹī÷įġ

A: ĹĹĐĩĭAęĹīĬĻġ

Ņ ÌĴ

Ĳėĺ

ĩĭAįĪã

ĥ ĵ

ĸīĸĞįġ

Ĵ

ĉ ĸ Ğ

ĩĜįİ¸

Ĳī÷įġ

²ěÑ

äĎ

ĩğ

ĵ İ

į¾

ùīĸĞįġ

l¨

ĸ Į

į Ļ

İĭAįĹīĸĞįġ

j Ĝėį«Ļİğ

ĵ İ

įĉÒī÷įġ

PRODUCTION

3. Discourse practice: Do the following tasks as pair-work or in a small group setting.

Ņ Gather information from others about their rooms (what’s in the room and where) and then

summarize it and report the summary.

 Gather information from others about their hometowns and then summarize it and report the

summary.

² Gather information from others about their likes and dislikes, their wants, etc. then summarize

it and report the summary.

4. Discourse practice: Describe the following pictures in detail using a few sentences. Use

appropriate conjunctions between sentences. Pay special attention to the particles and deletion.

New vocabulary:

5: Interrogative Pronouns with

and

Stage 1-5 (Workbook 1) 147

Kanj Kana Meaning

— ĜĞĠ low table with a heating element

and a quilt to keep in the warmth

Wı ĭı hold (the polite form, ĭĲī÷;

the conjunctive form ĭĹÈ)

148 Stage 1-5 (Workbook 1)

New vocabulary:

Kanji Kana Meaning Kanji Kana Meaning

— őŜŝ bed — şŴŒ desk lamp

— ŗŵūŴ curtain pıĠ shoes

?Đ painting; drawing Eī window

Lìı clothes DCįfloor

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 the words come smoothly without referring to

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

smoothly.

(1) A phone conversation

3. Listen to dialogue (1): (R: S1-5-4)

4. Pair work: Practice phone conversations with the proper opening and closing greetings.

Opening greetings:

ęĸęĸĩĜģËļĽĽĽĽĽĽĽĶ7÷čĩļĽĽĽĽĽĽĽĶĹī÷įġ

ęĸęĸĩĜģËļĽĽĽĽĽĽĽĶ7÷čĩļĽĽĽĽĽĽĽĶĹËĸÊĹī÷įġ

1: Conversational Devices

űťű<ęĸęĸĩĜģËĥűťű7÷čĩÍ

ęÒ

ĔĢ

ĬĻĬ Ĺ

ĩĹËĸÊĹī÷įġ

ęÒ

ĔĢ

ĬĻĬ Ĺ

<ĉĉĩűťű

ı Ļ

ĩÍ

ęÒ

7÷čîîîġ

(at the end of the conversation)

űťű<®A7ĥĩn|

ĸ ĠAĹ

ĸī÷ġ

Stage 1-5 (Workbook 1) 149

Closing greeting:

ĸ Ġ

AĹ

ĸī÷ġ

The content of the conversation:

the homework tomorrow; the time of the examination on Tuesday; the party on Saturday; the kanji

quiz on Friday; e-mailing in Japanese.

(2) Before and after eating

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

6. Role play: After ĹĞĭĲī÷ and before Ęģ®ĺĎī, add a few comments relevant to what was

offered.

Example: coffee

Host: ŠŵřŵĩĺņĦu

ĸñčÒÆ

ıĭ

ĎĹġ

Visitor: ĉÒčĪĺĘŇĹī÷ġĹĞĭĲī÷ġĜėŠŵřŵĩĪÈęĦĹĸĹ7÷ĆġĜėŠŵřŵ7÷įġ

Ęģ®ĺĎī7ĸĞġ

Offer the following to the visitor:

tea; a piece of bread; oranges; apples; bananas; tangerines; sushi; hamburger; breakfast.

(3) Colloquial expressions

7. Listen to dialogue (3-1): (R: S1-5-6)

8. Agree with the comment made by the addressee using ÷Ęı, and then add a few comments or a

few questions afterwards.

Example: (this book, very difficult)

Ĝėķĩęė÷Ęı ^

ßį

ĸĹ7÷ĆĐġ

ķ

ĳ Ļ Ī ĺ

İ÷Ęı ^

ßį

ĸĹġğ

ĵĻ

ŐŵŪī7ö

YīĸĞįġđĥĿŐŵŪĸįö

YīĬĻ7ĸĞġ

Host: ğ

ĵ İ

ęĘŇĹīĬĻčĩĺņĦu

ĸñ

čÒıĭĎĹļīĬĶġ

Visitor: ĉÒčĪĺĘŇĹī÷ġĹĞĭĲī÷ġ

ļAfter eatingĶ Ęģ®ĺĎī7ĸĞġ

®Aĩęė÷ĘıĲAĹ7÷ĆĐġ

ķ

ĳ Ļ Ī ĺ

İ÷ĘıĲAĹŀ