Tawa W. Japanese Stage-Step Course: Workbook 1

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190 Stage 1-6 (Workbook 1)

 Onomatopoeia

There are too many frequently used onomatopoeia to list them all here. The ones below repre sent

a sample. There are many onomatopoeia dictionaries. Students should learn such expressions as

they appear in conversation or reading. It is important to find out the special nuance of each ono-

matopoeia and its associated predicate.

Onomatopoeia Description

ŒŬŒŬħĭĂġïË get fiercely angry

ÒěÒěę«EĭúİĚïĽêĭĮïī complain in a nagging manner

ŉūŉūęZĭĕñïī laugh out loud

ťŢťŢęZĭĕñïī smile

ÒñÒñęĭČËïĚ stroll

ŏŨŏŨęĭČËïĚ walk rhythmically without stopping

$î$îęĭĪÇüïĽĭĪĉïð tears streaming down

ŇŨŇŨęÉĭĪïĚ sobbing

ĮñĮñðË get irritated

ďģúģðË get anxious

ĉøĤbðË get disappointed

Supplementary Vocabulary

Stage 1-7 Topic, Subject, and Object

Step 1

CONFIRMATION

Read the corresponding sections, Stage 1-7.1 (1) and (2), in the Grammar Textbook first.

(1) The subject and its use; (2) Adverb position

1. Complete the following sentences.

įĨđ

ģ Ħ

çĪč______________________________÷

smart

ĵĨđ

ģĦ

çĪč______________________________÷

very smart

ķĨđ

ģĦ

çĪč______________________________÷

tall

Ķ ŒŋçĪč_______________________________÷

really tall

, ŒŋçĪč_______________________________÷

not tall

+ ŒŋçĪč_______________________________÷

not very tall

* ŊŇTœňçĪč___________________________÷

has large eyes

) ŊŇTœňçĪč____________________________÷

has very large eyes

2. New vocabulary: (R: S1-7-1)

1: Subject

1. º

Ģī

çĪčąl

ĝĪĢī

ėê

ēĤĀ

ğĩĩXĞøè÷ąl

ĝĪĢī

ėáīXĞøè÷

head

2. ë

ðĀ

ģĦ

çĪčĢYĈ©

ğí

ĤĦ

ĩXĞğĜĐ

ĕĤġ

čĢYĈ·

ûħ

ĩXĞ÷

height low

192 Stage 1-7 (Workbook 1)

 ÅğíĩĬčģğĤĦĩČ

: ÅğíĩĬčģğĤĦĩČ literally means “nose is high.” It describes a

nose with a high bridge. Culturally, however, the image of ÅğíĩĬčģğĤĦĩČ is positive, and

Åğ·ĩĬčģğûħĩČ not so positive.

 ùĬYČĢÍĬēġČ

: In Japanese, ùĬYČ refers both to “hands” and “arms,” and likewise ÍĬēġČ

to both “legs” and “feet.”

 ēüÃğÏĩ»ÿĬēüħ«ğģğĩÇīæČ

: Notice that the entire phrase ÃğÏĩĬħ«ğģğ

ĩČ “a long neck” modifies the following noun »ÿĬÇīæČ “animal.”

 ´üÚĬĦòü$Č

: ´üÚĬĦòü$Č refers to the “hair of the head.” Sometimes ´ĬĦòČ alone

is used for “hair of the head.” ÚĬ$Č is used for body hair. For example, ÍüÚĬēġü$ČĨmeans

“leg hair.”

PRODUCTION

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

unit. Use the structures of this unit whenever appropriate.

4. 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. Kato-san is really smart, isn’t she? She really is.

2. Yamanaka-san is very tall, but I am very short.

3. Chang-san has big eyes, but a small mouth.

4. Nakada-san has a prominent nose, but Kato-san has a flat nose.

5. Jones-san has a round face. And he has long legs and arms.

3. ŌńœçĪč¿

ğĔ

ĥĥ

ĠĩXĞ÷áġYĜ±

ħď

ğ

ďĩ

çĩXĞ÷

eye mouth

4. đ

ģĦ

çĪčÅ

čģ

ğí

ĤĦ

ĩXĞ÷XĈĜº

Ģī

çĪčÅ

čģ

ğ·

ûħ

ĩXĞ÷

nose

5. ŊŇTœňçĪč]

Ħĥ

ğZ

Ā¡

ĩXĞ÷áġYĜù

ĢÍ

ēġ

ğÏ

ģğ

ĩXĞ÷

face round arm leg

6. ēü»ÿ

Çīæ

č¥

òò

ğĔ

ĥĥ

ĠĩXĞøè÷ÇĪģ»ÿ

Çīæ

XĞĦ÷g

#ī

XĞ÷

animal ear elephant

7. ēüÃ

ħ«

ğÏ

ģğ

ĩ»

Çī

æ

čĄ

ģĪ

XĞĦ÷ēčĠóĪXĞ÷

neck giraffe

8. ēü 

ĥĪģ

üā

ûĢ

č´

Ħò

üÚ

ğÏ

ģğ

ĩXĞø÷XĈĜēüā

ûĢ

č´

Ħò

ğ

òĒĦ

ĩXĞ÷

hair (of the head)

Stage 1-7 (Workbook 1) 193

5. Pair work: Question-and-answer.

Example:

Q: ēüÃ

ħ«

ğÏ

ģğ

ĩ

ĥĢĆ

üā

ûĢ

čĖXĞĦ÷

A: 9

ēė

XĞ÷

Question (Who is ...?) Answer

Example: the man with a long neck my older brother

1. the girl with a round face my younger sister

2. that tall boy my younger brother

3. the animal with long legs our dog

4. the animal with big ears an elephant

5. the animal with a long neck giraffe

6. a student with big eyes my roommate

7. a short woman my grandmother

8. a smart student my roommate

9. a woman with long hair my mother

10. the animal with a long nose an elephant

6. Discourse practice: Describe the following people/animals using some of the phrases below.

your friends; characters in movies and stories; your siblings; your pets; any animal or person.

smart not smart tall short

large eyes small eyes large mouth small mouth

prominent nose flat nose round face small face big face

long arms short arms long legs short legs

big ears small ears long neck short neck

long hair short hair long nose small nose big nose

6. That animal has big ears, doesn’t it? What kind of animal is it? It’s an elephant.

7. What is that animal with a long neck? That is a giraffe.

8. That woman has long hair, but that person has short hair.

194 Stage 1-7 (Workbook 1)

CONFIRMATION

Read the corresponding sections, Stage 1-7.2 (1) through (3), in the Grammar Textbook first.

(1)

for subject and object; (2) Direct objects of adjectives and adjectival nouns;

(3) Emotive words

1. Complete the following chart.

English Japanese English Japanese

be fond of not be fond of

(something/someone) (something/someone)

be skilled at not be skilled at

(something) (something)

be in need of be afraid of

(something/someone) (something/someone)

2. Express the following in Japanese.

į ŒŋçĪč___________________________________÷

likes sushi

ĵ ŒŋçĪč___________________________________÷

likes sushi very much

ķ ŒŋçĪč___________________________________÷

does not like sushi very much

Ķ ŒŋçĪč___________________________________÷

liked sushi last year

, ŒŋçĪč___________________________________÷

did not like the sushi at that shop

3. Express the following in Japanese.

į I am afraid of big animals.

ĵ I want a small dog.

4. How would you express the following in Japanese?

į Are you afraid of animals?

ĵ What kind of animals are you afraid of?

ķ What kind of animals do you want?

2: Subject and Object

Ķ My little sister wants a kitten. (two different ways)

, My brother wants a smart dog. (two different ways)

5. New vocabulary: (R: S1-7-2)



 ĥÑĬģĦČğĞħĬĞĠĀĞČ

and

ĬüÇČğ?ĬĦĕČħĬĦĕĠĀĞČ

: “Hungry” and “thirsty,”

respectively. ĥÑĬģĦČ, meaning “stomach,” with the verb ĞħĬĞĠĀĞČ meaning “to become

empty,” together mean “hungry.” Likewise, ĬüÇČ “throat” and ?ĬĦĕČħĬĦĕĠĀĞČ “to

become dry” together mean “thirsty.”

 wĬēĀČĩ

and

}ĬĦÒČĩ

: wĬēĀČĩ is translated “sweet” as well as “bland” or “mild,” and }

ĬĦÒČĩ, likewise, is both “spicy” and “salty.” These two adjectives can also be used to describe

levels of severity, for example, in grading students or judging people, wĬēĀČĩ being “lenient”

and }ĬĦÒČĩ “severe.”

 KpĬĞYĠČ

: This adjectival noun has a range of nuances, depending on the context—“nice,”

“chic,” “cool,” etc. and is used mainly by female speakers. It can describe both things and people,

but it has rather a colloquial tone.

 åĬĥģČĒ

: åĬĥģČĒ “same” is an adjectival noun, but this word works differently from other

adjectival nouns. When this word modifies a noun, no particle is used between åĬĥģČĒ and the

noun.

ĥģ

Ēą

ĝĪ

the same book

åĬĥģČĒ, however, conjugates like an adjectival noun.

ĆüÛ

ĦĪ

čáüÛ

ĦĪ

Ģå

ĥģ

ĒĒĲēóĀĉĪ÷

This kanji is not the same as that kanji.

Stage 1-7 (Workbook 1) 195

1. ĥÑ

ģĦ

ğĞĠĀġĤ÷áġYĜ

üÇ

ĈĦĕĠĀġĤ÷Ą

ģė

Ħĥĩġĩÿ

Ĉü

ğR

ġĩXĞø÷

hungry thirsty

2. Đ

ĕĤġ

čw

ēĀ

ĩÿ

Ĉü

ğĔ

Ėĩ

ĠXĞğĜ}

ĦÒ

ĩÿ

Ĉü

čēĀóę

ĠXčēóĀĉĪ÷

sweet spicy

3. 

Ħ

čy

èĩ

ü

čæ

ĥĪ

ğĢYĈãù

ÈĤ

XġĤğĜĆü4

Ę¤

Ĝî

ĞĆ

ġâ

Ēěī

ėģóĀġĤ÷

not skilled these days

4. ĆčK

YĠ

ģÌ

ĦĂĪ

XĞğĜēģĤĢå

ĥģ

Ē Ì

ĦĂĪ

ğR

ġħēóĀĉĪ÷

nice same

5. 6^

ī«ĪĠěħ

ė~

ĠĀĞĦ÷ãù

ÈĤ

XĞğĜáĆĀXüi

ďô

Ĺ¯

ĠĀġĤ÷

post office map

6. Ď

ĝĪ

čĀĖâ

Ēěī

ĒĲēóĀĉĪğĜçĠº

Ģī

ĉĪ

ĉĩ

ė

XĪ

ĹĦ$ĀġĤ÷

(see below)

196 Stage 1-7 (Workbook 1)

Use the particle Ģ for the item of reference:

ĕĤġ

üÌ

ĦĂĪ

čēģĤü Ì

ĦĂĪ

Ģå

ĥģ

ĒXĞ÷

My bag is the same as yours.

The phrase with Ģ can also be a part of a compound topic, as shown below.

ĕĤġ

üÌ

ĦĂĪ

ĢēģĤü Ì

ĦĂĪ

čå

ĥģ

ĒXĞ÷

Your bag and my bag are the same.

 ñĬXĪĕČĹĦ$¡ĬĦ$ĀĞČ

: This phrase means “to make a phone call.” ñĬXĪĕČĹĞ¡

ĬġĀĞČ may also be used for the same meaning.

PRODUCTION

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

units. Use the structures of these units 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. Express the following in Japanese.

į I am hungry. I want something delicious. But I don’t like spicy food.

ĵ I am thirsty. I want something cold. I like sweet drinks very much.

ķ Park-san is good at Japanese, but he is not very good at kanji.

Ķ I am bad at English pronunciation. But I have improved a little lately.

, I want the same book as yours, not that other book. So, I’ll borrow it from my other friend.

+ I will go to the post office this afternoon, so I need a map.

* I am afraid of big animals, but I am not afraid of dogs and cats.

1. I am hungry. I am thirsty, too. I want something good.

2. I like sweet things very much but not spicy things.

3. His English pronunciation was very bad, but it has improved recently.

4. This is a nice bag, but I don’t want the same bag as yours.

5. Are you going to the post office? It’s not very good, but I drew a map for you.

6. I am not good at Japanese yet, but I called Kato-sensei a little while ago.

Stage 1-7 (Workbook 1) 197

CONFIRMATION

Read the corresponding sections, Stage 1-7.3 (1) through (3), in the Grammar Textbook first.

(1) Nominalizing verbs with

ĆĢ

; (2) Expressing a desire to do things;

(3) Expressing the speaker’s plan

1. Confirm the meaning of the following sentence.

ĕĤġ

čÛ

ĦĪ

ğę

ĠXĞ÷

2. What is the dictionary form of the verb “to write” in Japanese?

3. How would you nominalize this verb?

4. Now expand the sentence above by adding the phrase, “like to write kanji.”

5. Following the pattern in 4., add the following meanings to the original sentence.

į like to read kanji

ĵ like to look at kanji

ķ like to study kanji

6. The same process can be applied to the following simple sentences. Add the meanings in the

parentheses.

įĨŊŇTœňçĪčĎ

ĝĪ

ğXĠĀĞ÷(can speak; can write; can read)

ĵĨŌńœçĪčĎ

ĝĪ

ğâ

Ēěī

XĞ÷(speak; write; read)

ķĨë

ðĀ

ģĦ

çĪčy

èĩ

ğã

XĞ÷(speak; write; read)

ĶĨĐ

ĕĤġ

čĞġğ

ĠÒ

ĩXĞ÷(eat; make; buy)

7. Change the completed sentences in 6. into negative sentences.

8. Confirm the meaning of the following sentence.

ĕĤġ

č

òô

Ĺ

òĀĞ÷

9. Change the predicate to express the speaker’s desire.

10. Conjugate the sentence in 9. into negative imperfective, positive perfective, and negative per-

fective.

11. When can you and can you not use the above structures?

12. When you cannot use the above structures in some situations, by what means can you express

the same meaning?

3: Making Verbs into Nouns

198 Stage 1-7 (Workbook 1)

13. Pair work: Question-and-answer. Answer with æĈóXĞ.

Question: Ď

ēġĤ

ĜĄ

ģė

ĹĞ¡æĈóXĞĦ÷

Answers:

study; do my homework; go to the library; call (phone) my sister; write e-mail to my friends in high

school; buy a nice bag at the department store; make a phone call to my parents in Japan; go to the

post office in town; buy a map of Tokyo.

CONFIRMATION

Read the corresponding sections, Stage 1-7.4 (1) through (4), in the Grammar Textbook first.

(1) The topic

; (2) The subject

; (3) Comparing the sentences with the topic and the sub-

ject; (4) The topicalized subject

14. Choose the right particle, č or ğ. When both are possible, discuss the differences.

įĨº

Ģī

çĪĬčĸğČ¿

ĬčĸğČĔ

ĥĥ

ĠĩXĞøè÷

ĵĨēü©

ĬčĸğČí

ĤĦ

ĩā

ûĢ

ĬčĸğČĖXĞĦ÷ŌńœçĪXĞ÷

ķĨµĎ

Ġěī

ĈŒœĹ²

ÆĀĞĦ÷µĎ

Ġěī

ĬčĸğČ²

ÆĀĉĪ÷

ĶĨđ

ďċī

Ęħ

ĬčĸğČñ

čģ

ĉĀĞĦ÷đ

ďċī

Ęħ

ĬčĸğČñ

čģ

ĉĀĉĪğĜ5

ĦĪ

Ćħ

ĬčĸğČñ

čģ

ĉĀĞ÷

,ĨµĎ

Ġěī

ĬčĸğČŒŋçĪĬčĸğČÄ

Ēċ

Þěī

ėÓ

ĀĉĪğĜĎ

ēġĤ

ĬčĸğČĖĬčĸğČÓ

ĀĉĪĦ÷

+ĨÄ

Ēċ

Þěī

ĬčĸğČĈīĞĴ

čĒ

ĀóĀĞ÷Â

čð

ħÓ

YħĖçĩ÷

*ĨĎ

ĝĪ

ü7

ġě

ĬčĸğČēóĀĞĦ÷Ď

ĝĪ

üĬčĸğČēóĀĉĪğĜy

èĩ

üĬčĸğČēóĀĞ÷

15. New vocabulary: (R: S1-7-3)

and

1. ³



ÇĈ

üõ

ĢĠ

Ĝì

ēç

Ęþ

čĪ

ėŒœĹ²

Æ¡ĆĢğę

ĠXġĤğĜµ

ĩĀ

čĘþ

čĪ

ğĩĩXĞ÷

(see below) bread rice

2. í¸

ĆīĆī

üõ

ĢĠ

čĎ

ĝĪ

ėÜ

óċī

ğħ

ġĤĦĤXĞğĜµ

ĩĀ

čēĀóġĤħēóĀĉĪ÷

study-abroad

3. Ä

Ēċ

Þěī

ü§

Āè

ėt

"ħ

ġċī

ġĀĉĪXġĤ÷XĈĜÖ

ĢĈ

Ėď

ĢĠĩģd

Ćī

èĪ

Ĺr

çĪ



ġĀġĤ÷

review stroll

4. £

áæ

Þěī

üÁ

ēĢ

XĜőŅĺŉā

ĒĪ

üĚ

ğħ

ĉĩ

ėĎ

ĝĪ

Ĺ

ĥġ

è¡æĈóXĞ÷

teach

Stage 1-7 (Workbook 1) 199

 ³üõĬĆÇĈüĢĠČ

: We have learned the following sentential conjunctions: áüõĬĢĠČ, áü

§ĬĀèČė, and áüÁĬēĢČX. In place of the pronoun áü, nouns may be used, as in the follow-

ing examples (the first-person pronoun is used in all translations below, but it does not have to be

the first-person pronoun; it depends on the topic of the following sentence):

³üõĬĆÇĈüĢĠČ when I was a child

í¸üõĬĆīĆīüĢĠČ when I was in high school

Äéü§ĬĒċÞěīüĀèČ before the class

£éüÁĬáæÞěīüēĢČ after graduating

 Œœ

: The word for “bread,” Œœ, is a loan word from Portuguese.

 ĘþĬčĪČ

: Different words are used for “cooked rice,” ĘþĬčĪČ, and rice as grain (uncooked

rice), ĬĆVČ. ĘþĬčĪČ may also be used to mean “meal,” as seen in ìĘþĬēçĘčĪČ.

 ĥ

and

as polite prefixes: Both ĥ and Ę are polite prefixes that are attached mostly to nominal

forms such as nouns, adjectival nouns, and adverbs. In some words, such as ĥÑĬģĦČ, and Ęþ

ĬčĪČ, these prefixes have become inseparable from the base words, so you should learn them as

whole words.

 ìĘþĬēçĘčĪČėŒœ

: The particle ė after ìĘþĬēçĘčĪČ expresses a purpose. In this

case, the sentence means “I ate bread for breakfast.” For this use of ė, see Stages 1-9 and 2-5.

 ĬĥġČè¡ĬĥġèĀĞČ

: This verb is normally translated as “to teach,” but it is generally used to

mean that “someone shows someone else how to do something or gives someone information.”

So, it can be translated “to inform,” “to show,” “to guide,” among other meanings.

ĉĪ

ĉĩ

ü

XĪ

ĂĪ

Ęī

Ĺ

ĥġ

èYħĖçĩ÷

Please tell me the teacher’s phone number.

 ÇĪģĆĢ

: Both ÿĬĈüČ and ĆĢ are translated as “thing,” as pointed out in Stage 1-2. ÿĬĈüČ

refers to tangible things and concepts. ĆĢ refers to “things or facts about someone or something.”

Ď

Ġüī

Ĝ

ĥĈ



ġ¤

ĩÿ

Ĉü

Ĺf

ĩĀġĤ÷

I bought an interesting thing yesterday.

Ď

Ġüī

Ĝ

ĥĈ



ġ¤

ĩĆĢĹä

ĠĀġĤ÷

I heard an interesting thing yesterday.

 äĬĠČħĬĠĠĀĞČ

: This verb was introduced earlier as having the meaning of “to listen to

something” or “to hear something.” But this verb also means “to ask someone questions.” See the

following example, paying special attention to the particles.

Ýħ

čĆüÛ

ĦĪ

ü



ĹŐTĿŅTŏėä

ĠĀġĤ÷

I asked my roommate the meaning of this kanji.

5. Äé

ĒċÞěī

üÁ

ēĢ

XĜÇĪģĆĢĹĞ¡æĈóXĞĦ÷Ě

ğħ

ĉĩ

ėŀŁłĹ

ĉ¡æĈóXĞ÷

(see below) video show

6. ĆüÛ

ĦĪ

ü

ĩò

ĹĖĦėä

ĠĤĦĤXĞğĜĖĈĩĀĉĪXġĤ÷

meaning ask