Tawa W. Japanese Stage-Step Course: Workbook 1
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Preface xi
Preparatory Stage
The objectives of this stage are the following: (1) to become accustomed to Japanese sounds in gen-
eral by learning some useful expressions without going into detailed grammar; (2) to learn how to
read and write hiragana. It is important to study in a methodical
fashion in order to learn all of the
expressions and the hiragana introduced in this chapter.
The step organization of this chapter differs from that of the subsequent chapters in the follow-
ing way: the expressions and the hiragana introduced in this chapter are divided into seven steps, and
the practice in each step combines speaking/listening and reading/writing. Each subsequent chapter of
Stages 1 through 3 will consist of three steps.
Step 1
Read the corresponding section, Preparatory Stage 1, in the Grammar Textbook for background. It
gives details about the Japanese language that will be helpful before you begin your study.
Read the corresponding section, Preparatory Stage 2 (1) through (5), in the Grammar Textbook first.
Japanese sounds are relatively easy to pronounce. Listen to the sound files and repeat the sounds
in all the charts (you do not have to know the Japanese writing system at this point, but it is given
in the charts below for reference). Pronounce all sounds in the charts to your instructor(s). Being
able to hear and produce palatalized sounds, long and short vowels, and single and double conso-
nants are all important, but they are most effectively learned in proper contexts. Do not spend too
much time on this task, as there will soon be plenty of opportunities to grasp these sounds in context.
(1) 46 basic sounds: (R: P-1)
ai u eo
D q O r N s > t E u
k ka ki ku ke ko
K v L F x ! z : |
s sa si(shi) su se so
@ ~ I J + 4
t ta ti(chi) tu(tsu) te to
B ? 0 / C Q
n na ni nu ne no
7 S 9 T 6 U V
h ha hi hu he ho
= W , ( Z ] ) `
m ma mi mu me mo
H c 8 " d # e ' f
1: Overview of the Japanese Language
2: Japanese Sound System
y ya yu yo
- g — h — . i
r ra ri ru re ro
& j < * k l m
w wa wo (o)
2 n —— — o
N ——— ——
M p
(2) Voiced variations: (R: P-2)
aiueo
kg ga gi gu ge go
w y { }
sz za zi(ji) zu ze zo
%
td da di(ji) du(zu) de do
; $ R
hb ba bi bu be bo
X [ ^ a
hp pa pi pu pe po
Y \ _ b
(3) Palatalized sounds: (R: P-3)
au o
ky kya kyu kyo
L5 L3 LA
gy gya gyu gyo
5 3 A
sy sya(sha) syu(shu) syo(sho)
I5 I3 IA
zy zya(ja) zyu(ju) zyo(jo)
%5 %3 %A
ty tya(cha) tyu(chu) tyo(cho)
?5 ?3 ?A
ny nya nyu nyo
95 93 9A
hy hya hyu hyo
,5 ,3 ,A
by bya byu byo
5 3 A
py pya pyu pyo
5 3 A
my mya myu myo
85 83 8A
ry rya ryu ryo
<5 <3 <A
2 Preparatory Stage (Workbook 1)
(4) Long vowels: (R: P-4)
Short vowel Long vowel
obasaN “aunt” obaasaN “grandmother”
E@M ED@M
ki “tree” kii “strange”
LLO
shujiN “husband” shuujiN “prisoner”
I3%M I3N%M
teki “enemy” teeki “regular interval”
/L /OL
goi “vocabulary” gooi “agreement”
O NO
(5) Double consonants: (R: P-5)
Single consonant Double consonant
kaki “persimmon” kakki “energy”
KL K1L
moto “origin” motto “more”
'C '1C
isho “will” issho “together”
OIA O1IA
masatsu “friction” massatsu “erase”
H@0 H1@0
(6) Pitch; (7) Devoicing
Read the corresponding sections, Preparatory Stage 2 (6) and (7), in the Grammar Textbook for
background.
The purpose of this section is to familiarize students with some Japanese sounds using meaning-
ful expressions. It is not necessary to learn the structures of these expressions in this chapter.
Learning Japanese structures will begin in next stage. All students will need to raise their voices
and enunciate clearly when practicing.
c
CONFIRMATION
Read the corresponding section, Preparatory Stage 3 (1), in the Grammar Textbook first.
(1) Greetings and farewells
1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm
the meaning of each expression you hear. (R: P-6)
Expression Meaning
1. Ohayoo (gozaimasu).
2. KoNnichi wa.
3: Useful Expressions
Preparatory Stage (Workbook 1) 3
Expression Meaning
3. KoNbaN wa.
4. O-yasumi (nasai).
5. Sayo(o)nara.
6. Shitsuree shimasu.
7. Ja [OR dewa], mata ne.
8. Ja [OR dewa], mata, ashita.
2. Listen to the following greetings. Write when and with whom the speaker may use this greeting.
(R: P-7)
Write the greeting you heard When would you use it? With whom would you use it?
1.
2.
3.
4.
5.
6.
7.
PRODUCTION
3. What are the appropriate expressions for the following situations?
Situation Time Expression
1. meet your teacher morning
2. meet your friend after dark
3. to your roommate going to bed
4. to your classmate parting
5. to your teacher parting
6. to your teacher leaving his office
7. run into your roommate daytime
8. meet your friend morning
9. meet your friend evening
10. to your teacher entering her office
4 Preparatory Stage (Workbook 1)
Step 2
c
CONFIRMATION
Read the corresponding section, Preparatory Stage 3 (2), in the Grammar Textbook first.
(2) Introducing oneself and others
1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm
the meaning of each expression you hear. (R: P-8)
Expression Meaning
1. Wata(ku)shi wa Tanaka desu.
2. Boku wa Tanaka desu.
3. Watashi wa Tanaka to iimasu.
4. Boku wa Tanaka to iimasu.
5. Watashi wa Tanaka to mooshimasu.
6. Hajimemashite.
7. Doozo yoroshiku (onegaishimasu).
8. Kochira koso.
9. Kochira wa Yamada-saN desu.
2. What is the difference between the following two sentences? With whom would you use them?
¨PWatashi wa Tanaka desu.
§PBoku wa Tanaka desu.
3. What is the difference between the following two sentences? With whom would you use them?
¨PWatashi wa Tanaka desu.
§PWatakushi wa Tanaka to iimasu.
4. What is the difference between the following two sentences? With whom would you use them?
¨PWatashi wa Tanaka desu.
§PWatashi wa Tanaka to mooshimasu.
3: Useful Expressions, Continued
Preparatory Stage (Workbook 1) 5
5. What is the difference between the following two expressions? With whom would you use them?
¨PDoozo yoroshiku.
§PDoozo yoroshiku onegaishimasu.
6. What is the difference between the following two expressions? With whom would you use
them?
¨PDoozo yoroshiku onegai shimasu.
§PYoroshiku.
7. When would you use the following?
¨PHajimemashite.
§PKochira koso.
8. Who do you think each speaker of the following dialogue is?
Speaker 1: Hajimemashite. Watashi wa Tanaka to mooshimasu. Doozo yoroshiku onegaishimasu.
Speaker 2: Yamada desu. Yoroshiku.
Speaker 1 is probably ( ).
Speaker 2 is probably ( ).
9. Who do you think each speaker of the following dialogue is?
Speaker 1: Boku wa Tanaka desu. Hajimemashite.
Speaker 2: Watashi wa Yamada desu. Yoroshiku.
Speaker 1 is probably ( ).
Speaker 2 is probably ( ).
PRODUCTION
10. Practice the following dialogue with your partner.
You: (Greeting appropriate for the time of day of the dialogue)
Partner: (Respond to the above)
You: (Introduce yourself)
Partner: (Respond to the above, introduce yourself, and give greeting)
You: (Response to the above)
11. Practice the following dialogue with two partners.
You: (Introduce Friend 1 to Friend 2)
Friend 1: (Introduce yourself and give greeting)
Friend 2: (Respond to the above and give greeting)
6 Preparatory Stage (Workbook 1)
12. Role play: Perform the following dialogue.
Student: (Introduce your name politely)
(Greeting)
Teacher: (Introduce your name)
(Greeting)
KANA PRACTICE: From Vowels to S-line
1. The goal of this step
In this step, students learn how to read and write the five vowels, the k-line, and the s-line of hira-
gana. Follow the instructions below.
2. Reading hiragana: Vowels
Read the following aloud. Repeat until the sounds come fluently.
NEO>D
O> EO DO N> NE
DEO EO> EEN DEN OO>
3. Writing hiragana: Vowels
Practice writing hiragana for the five vowels in the Writing Practice Book. Pay special attention to
the stroke order of each character. Correct stroke order habits make it easier to write clearly and
gracefully. Students should practice writing kana in the correct order and have the teacher check
their work. The instructor should check the student’s writing for proper stroke order and form. Try
to correct mistakes at an early stage of practice. It is difficult to achieve good handwriting habits at
a later stage.
4. Reading hiragana: K-line
Read the following aloud. Repeat until the sounds come fluently.
FK!L:
:O E! DF NL EK
KL LF KF L! K!
!OL >KL FNL K!O O:O
5. Writing hiragana: K-line
Practice writing hiragana in the k-line in the Writing Practice Book. Pay special attention to the
stroke order of each character.
Preparatory Stage (Workbook 1) 7
6. Reading hiragana: S-line
Read the following aloud. Repeat until the sounds come fluently.
J@ 4 I +
JI I4 @! +L @I
4: D4 D+ KI L4
NJO +KO JOK DKI E4O
7. Writing hiragana: S-line
Practice writing hiragana in the s-line in the Writing Practice Book. Pay special attention to the
stroke order of each character.
Step 3
c
CONFIRMATION
Read the corresponding section, Preparatory Stage 3 (3), in the Grammar Textbook first.
(3) Running into a friend
1. Listen to the sound file and then repeat each expression until you can say it smoothly. Confirm
the meaning of each expression you hear. (R: P-9)
Expression Meaning
1. (O)hisashiburi (desu nee).
2. Yamada-saN, (o)geNki desu ka.
3. Ikaga desu ka.
4. Doo desu ka.
5. O-kagesama de (geNki desu).
6. Maa maa desu.
2. What is the difference between the following two sentences? With whom would you use them?
¨POgeNki desu ka.
§PGeNki desu ka.
3: Useful Expressions, Continued
8 Preparatory Stage (Workbook 1)
Preparatory Stage (Workbook 1) 9
3. What is the difference between the following two sentences? With whom and in what situations
would you use them?
¨P(O)geNki desu ka.
§PIkaga desu ka.
4. What is the difference between the following two sentences? With whom and in what situations
would you use them?
¨PIkaga desu ka.
§PDoo desu ka.
5. What is the difference between the following two sentences? With whom and in what situations
would you use them?
¨PO-kagesama de.
§PO-kagesama de geNki desu.
6. When would you use the following? With whom would you use them?
¨POhisashiburi desu nee.
§PHisashiburi.
7. When would you use the following?
Maa maa desu.
PRODUCTION
8. Pair work: Express the following in Japanese.
Speaker 1: (An appropriate greeting for the time of the conversation)
Speaker 2:(Respond to the above)
Speaker 1: (Say it’s been a while since the last time we last met)
Speaker 2:(Respond to the above)
Speaker 1: (Ask how things have been)
Speaker 2:(Respond to the above)
9. Role play: Express the following in Japanese.
Student: (Get the teacher’s attention; comment that it has been a while since you last met).
Teacher: (Acknowledge the above).
Student: (Ask how things have been).
Teacher: (Respond to the above; ask how things have been)
Student: (Respond to the above)
10. Pair work: Express the following in Japanese.
Speaker 1: (Comment that it’s been a while since you last met; ask how things have been)
Speaker 2:(Respond to the above; ask how things have been)
Speaker 1: (Say that things have been so-so)