Tawa W. Japanese Stage-Step Course: Workbook 1

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200 Stage 1-7 (Workbook 1)

PRODUCTION

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

units. Use the structures of these units whenever appropriate.

17. 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.

18. Discourse practice: Answer the following question, and ask further questions or make com -

ments based on the answers.

Example: walk in the park

Q: Ó

Òĩ

ġċī

ĜĄ

ģė

ĹĞ¡æĈóXĞĦ÷

A: d

Ćī

èĪ

Ĺ

ē¡

ħæĈóXĞ÷

Answers:

take a walk with my friend; review Japanese; teach English to Japanese children; show my favorite

videos to my roommate; make a delicious cake; make something sweet; go to a Japanese movie

with my mother; call my father in Japan.

19. Discourse practice: Ask the following questions. Ask further questions or make comments

based on the answers you receive.

įĨ³



ÇĈ

üõ

ĢĠ

ĜĄ

ģė

Ĺ²

Æ¡ĆĢğę

ĠXġĤĦĬ

ĠÒ

ĩXġĤĦČ÷

ĵĨí

Ćī

üõ

ĢĠ

ĜĄ

ģė

Ĺ¾

ÆĪ

Ġěī

Ğ¡ĆĢğ

ĠÒ

ĩXġĤĦĬę

ĠXġĤĦČ÷

ķĨ£

áæ

Þěī

üÁ

ēĢ

XĜĄ

ģė

ğġĤĩXĞĦ÷

ĶĨ 

ôĦ

ġĩÛ

ĦĪ

ĹĖėä

ħĆĢğXĠĀĞĦ÷

,ĨĎ

ĝĪ

üh

ĆĢ

ü



ĹĖėä

ħĆĢğXĠĀĞĦ÷

+ĨÜ

óċī

ğħ

ġĤĩXĞĦ÷ÇĆė~

ĠĤĩXĞĦ÷

*ĨÓ

Òĩ

ğ



ĜÇĪģĆĢğ¾

ÆĪ

Ġěī

ġĤĩXĞĦ÷

1. I used to like to eat bread for breakfast when I was a child, but now I prefer rice.

2. I wanted to go to Japan for study-abroad when I was in high school, but I don’t now.

3. I did not review for class, but went for a walk in the park with my friend.

4. I plan to teach Japanese to American students after graduating.

5. What kind of things are you planning to do after class? I plan to show videos to the students.

6. I wanted to ask someone the meaning of this kanji, but no one was there.

Stage 1-7 (Workbook 1) 201

)Ĩn

èĩ

ðŀŁłĹ

¡ĆĢğę

ĠXĞĦ÷ÇĪģĈüğę

ĠXĞĦ÷

(ĨēģĤüÖÕ

ĢĈĖď

čĄ

ģė

ĹĞ¡ĆĢğâ

Ēěī

XĞĦ÷

'ĨēģĤčĄ

ģė

ĹĞ¡ĆĢğãù

ÈĤ

XĞĦ÷

&ĨĎ

ēġĤ

ĜĄ

ģė

ĹĞ¡æĈóXĞĦ÷

%Ĩ£

áæ

Þěī

üÁ

ēĢ

ĜÇĪģĆĢĹĞ¡æĈóXĞĦ÷

CONFIRMATION

Read the corresponding section, Stage 1-7.5 (1), in the Grammar Textbook first.

(1) Comparing two things

1. Confirm the meaning of the following sentence.

ďċī

Ęħ

čĔ

ĥĥ

ĠĩXĞ÷

2. Add the information “compared to Japan” to the above sentence.

3. Add ĈĢ to the above sentence.

4. What is the difference in meaning between sentence 2 and sentence 3?

5. Add ôĢ to sentence 2.

6. What is the difference in meaning between sentence 3 and sentence 5?

7. Insert appropriate particles for the following question and answer.

Q: đ

ďċī

Ęħ

ĬĭĭĭĭČĎ

ĝĪ

ĬĭĭĭĭČĜÇďÒĬĭĭĭĭČć

ĝī

ĬĭĭĭĭČĔ

ĥĥ

ĠĩXĞĦ÷

A: đ

ďċī

Ęħ

ĬĭĭĭĭČć

ĝī

ĬĭĭĭĭČĔ

ĥĥ

ĠĩXĞ÷

8. Ask about things such as size, price, quality, or preference between each of the following pairs.

Pairs to be compared:

Tokyo and New York; Toyota and Honda; Japanese and English; bread and rice; videos and DVDs;

kanji and katakana; small animals and big animals

9. What is the pronoun to indicate “both”? Give an example from the pairs above.

10. Do the questions in 8. and answer with “both” and “neither.”

11. Confirm the meaning of the following sentence.

ĩ

čĔ

ĥĥ

ĠħēóĀĉĪ÷

5: Comparisons

202 Stage 1-7 (Workbook 1)

12. Add information comparing “a dog” to “an elephant.”

13. Add a compared item, and confirm the meaning of the completed sentences.

įĨĐ

ĕĤġ

Ĭà

Ýħ

ČėčĜĎ

ĝĪ

čĬĭĭĭĭĭĭĭĭČ

ôĦ

ġħēóĀĉĪ÷

ĵĨĐ

ĕĤġ

Ĭà

Ýħ

ČėčĜ¬

ĩ

čĬĭĭĭĭĭĭĭĭĭČĆĕħēóĀĉĪ÷

ķĨĥÎ

Ħø

čĬĭĭĭĭ ČĝġħēóĀĉĪ÷

ĶĨĬĭĭĭĭĭĭĭĭČčĘþ

čĪ

ĝÇę

ĠXčēóĀĉĪ÷

,ĨĐ

ĕĤġ

Ĭà

Ýħ

ČėčĜĬĭĭĭĭĭĭĭĭČčn

èĩ

ĝÇ

ĥĈ



ġ¤

ħēóĀĉĪ÷

+ĨĐ

ĕĤġ

Ĭà

Ýħ

ČėčĜĬĭĭĭĭĭĭĭĭČčŒœĝÇĥĩġħēóĀĉĪ÷

14. New vocabulary: (R: S1-7-4)

 ¹ĬÈĪČ

: Although ¹ĬÈĪČ “area” is a noun, it may not be used in isolation. This noun needs

a modifier, which is very often a demonstrative pronoun, as in Ćü¹ĬĆüÈĪČ “this area.”

 {ĚĬæīğħČ

: This is a noun that means “commuting to school.” {;ĬæīĠĪČ is the word for

“commuting to work.”

 ćĬóěīĝīČĢĈ

: ćĬóěīĝīČ means “both,” which may be used for both things and people,

and the particles Ģ and Ĉ often accompany them, although it is also acceptable to omit them.

1. Ćü¹

ÈĪ

Ģáü¹

ÈĪ

XčĜÇďÒüć

ĝī

ğ{Ě

æīğħ

ė^

ÆĪ

XĞĦ÷

area commuting

2. H

ėħ

Ģ\

çĦģ

ĢĜÇďÒüć

ĝī

ğęĠXĞĦ÷

óěī

ĝī

ĢĈę

ĠXĞ÷

meat fish both

3. Ćü

ĘĢ

ĢēüőŐōŎŏĢĜÇďÒüć

ĝī

ğĩĩXġěīĦ÷

job part-time work

4. ĆüÜ

óċī

ğħ

ĉĩ

Ģĥv

øè

çĪĢĜÇďÒüć

ĝī

ğË

ĕĦ

ĩXĞĦ÷v

ēø

üć

ĝī

ğß

Ģġ

ğâ

īè

XĞ÷

student from abroad young older

5. "¤ġĠĢņœŉŌĢĜe

ĥħ

óÿ

Ĉü

ėÇďÒüć

ĝī

Ĺf

ĩĀġěīĦ÷

(see below) gift

6. ê

ēĤĀ

ğÐ

ĩĤ

ĩXĞ÷ĥÑ

ģĦ

ĈÐ

ĩĤ

ĩXĞ÷Ćü½

ħĞó

ĢáĢÇďÒüć

ĝī

ğĩĩ½

ħĞó

XĞĦ÷

painful stomach medicine

Ćü½

ħĞó

üć

ĝī

ğĩĩXĞ÷ĖĦÒĜĆĹ

ĪXħĖçĩ÷

(see below)

Stage 1-7 (Workbook 1) 203

 ÊĬġĘĢČ

and

őŐōŎŏ

: Both nouns mean “work” or “job,” and both can be used as verbs by

adding Ğ¡. őŐōŎŏ, which derives from the German word arbeit, refers to temporary or part-

time work.

 ËĬĕĦČĩ

ĬēĤÒČġĩ

, and

AĬ"¡Čĩ

: ĬēĤÒČġĩ “new” refers to things that are new or

fresh while AĬ"¡Čĩ means “old.” The latter two adjectives may not be used to refer to the age of

a person. To refer to a person’s age, one should use ËĬĕĦČĩ “young” and ßmĬĢġČó “elderly

person.” Notice that ËĬĕĦČĩ is an adjective while ßmĬĢġČó is a noun. ËĬĕĦČĩ may not

be used for children (notice that in English we say “a young child”). In this case, use çĩ³Ĭď

ĩçĩĆÇĈČ.

 ßğâĬĢġğīèČ

: ßğâĬĢġğīèČ is a fixed expression that means “older” (lit., “age is

above”). The opposite expression is ßğãĬĢġğġĤČ. It is also possible to make them into the fol-

lowing nouns: ßâĬĢġīèČ “older” and ßãĬĢġġĤČ “younger.”

 "¤ġĠ

and

ņœŉŌ

: "¤ġĠ is a piece of cloth (usually measuring around 50 to 60 centimeters

square—although there are smaller and much larger ones as well) used to wrap things for

carrying. "¤ġĠ are often printed in beautiful patterns and make nice gifts. ņœŉŌ comes from

the English word “handkerchief” and is a common personal item in Japan. They use ņœŉŌ to

wipe away sweat or to dry their hands after washing (they do not use ņœŉŌ to wipe or blow their

noses as some people do in some countries). ņœŉŌ are also printed with beautiful patterns and

make great gifts as well.

 êğÐĩĬēĤĀğĩĤĩČ

: “Headache.” To express the aches of body parts, use the following

structure: àĬÝħČčêĬēĤĀČğÐĬĩĤČĩXĞ “I have a headache.”

 ½ĬħĞóČĹĬüČĬüòĀĞČ

: The verb to use for “taking medicine” is ĬüČĬüòĀĞČ “to

drink.”

PRODUCTION

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

unit. Use the structures of this unit whenever appropriate.

16. 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. Which area is more convenient for commuting, this area or that area?

2. Which do you like, meat or fish? I like both.

3. Which do you think is better, this job or that part-time work?

4. Who is younger, this foreign student or your sister? My sister is older.

5. Which shall we buy for a gift, furoshiki or handkerchiefs?

6. I have a headache. I have a stomachache, too. Which is better, this medicine or that one? This

one is better, so take one of these.

204 Stage 1-7 (Workbook 1)

17. Pair work: Question-and-answer.

Comparative Question

Description Choose Choose both

Item 1 Item 2 one positive/negative

1. Japanese English difficult

2. bus train convenient for

commuting

3. this area that area want to live

4. this job that part-time work dislike

5. that foreign your roommate smart

student

6. head stomach painful

7. this medicine that medicine took

8. furoshiki handkerchief gave to the teacher

9. this gift that gift want

10. meat fish like to eat

12. my sister your sister young

13. Tanaka-sensei Kim-san old

18. Complete the following sentences.

įĨĐčË

ĕĦ

ĩXĞğĜ____________ĝÇ______________÷

ĵĨŐTĿŅTŏčĩæĈĤħçĪ

ĘĢ

ġĀĞğĜ_________ĝÇ_____________÷

ķĨĆü

ĘĢ

čēüőŐōŎŏĝÇ_________________÷

ĶĨĐ

ĕĤġ

Ĭà

Ýħ

Ččê

ēĤĀ

ĈĥÑ

ģĦ

ĈÐ

ĩĤ

ĩXĞğĜ___________ĝÇ

«ěī



______________÷

CONFIRMATION

Read the corresponding section, Stage 1-7.5 (2), in the Grammar Textbook first.

(2) Comparing more than two things

1. Confirm the meaning of the following sentence.

ĆüĔ

Ėĩ

ğħ

čĔ

ĥĥ

ĠĩXĞ÷

2. Add the information “bigger” to the above sentence.

3. Add the information “biggest” to sentence 1.

Stage 1-7 (Workbook 1) 205

4. Add the information “in Japan” to sentence 3.

5. Make a question sentence from sentence 4. (“which university is the biggest in Japan?”) and

answer the following questions.

į What is the topic of this question sentence?

ĵ What is the predicate of this question sentence?

ķ Now make a question sentence following į and ĵ.

6. Ask and answer the following.

tallest person in class; best Japanese speaker in class; best teacher in college; worst teacher in your

high school; person with the shortest hair here

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

 Ĭ«ĪÝīČ

and

Î¦ĬĦøĈČď

: Although these two words are related because they are

antonyms, Ĭ«ĪÝīČ “poor” is an adjectival noun while Î¦ĬĦøĈČď “rich” is a noun, as fol-

lows: Ĭ«ĪÝīČģĚý “poor student” and Î¦ĬĦøĈČďüIĬóěīġĪČ “rich parents.”

 ÔĬĥáČħĀX

: A nominal function of ÔĬĥáČħ was briefly mentioned in Stage 1-6 of the

Grammar Textbook, but a more detailed explanation is given here. We have thus far used ÂĬčðČ

ħ and ÔĬĥáČħ as adverbs, as in the following.

Ď

Ġüī

ĜĐ

ĕĤġ

čÔ

ĥá

ħ

YĜì

ēç

ĜÂ

čð

ħ

ĠĀġĤ÷

I went to bed late and got up early yesterday

Like cĬďĦČħ and zĬĢĥČħ, these adverbial forms can also be used nominally.

ĕĤġ

üŐTĿŅTŏčì

ēç

ĜÂ

čð

ħĦÒ:

¡

ĜÔ

ĥá

ħĀXĩæĈ¾

ÆĪ

Ġěī

ġĀĞ÷

My roommate studies from early in the morning until late at night.

1. 

ġĠ

Xú

ĩď

ĂĪ

Ĝę

Ġģ

ĉæ

čĄXĞĦ÷Đč

č¡

ğúöĜęĠXĞ÷

four seasons season

2. őŊőXúö

ĩďĂĪ

ĜÎ

Ħø

ďüāčĖXĞĦ÷áüā

ûĢ

čÇĆė=

ĪXĩĀĞĦ÷

Asia rich

3. Đč k

ĩĈīĢ

ó|

ġēĕ

ĉXĞ$ÇĈĜ k

ĩĈīĢ

ĝÇĥÎ

Ħø

čēóĀĉĪ÷

happy

XĈĜv

ēø

ĝÇ

«ĪÝī

XčēóĀĉĪ÷

poor

4. ēģĤü

óěī

XĖğú

ĩď

ĂĪ

ĜÔ

ĥá

ħĀX

YĩĀĞĦ÷

(see below)

5. W

Ħĩ

Xú

ĩď

ĂĪ

Ĝā

ĒĪ

Ćī

ğØ

ĥĥ

ĩï

ħė

čÇĆXĞĦ÷ú

ĩď

ĂĪ

Ĝî

Ğħ

ģĩï

ħė

čÇĆXĞĦ÷

world population large number small number

6. ÿ

ħĖĈü

XĄ

ģė

ğú

ĩď

ĂĪ

Ĝę

ĠXĞĦ÷Đ

ĕĤġ

č

ħĖ

Ĉü

óa

çĩ

üć

ĝī

ğę

ĠXĞ÷

fruit vegetable

206 Stage 1-7 (Workbook 1)

 ØĬĥĥČĩ

and

îĬĞħČģĩ

: These adjectives, which indicate the size of numbers, are similar to

the adjectives cĬďĦČĩ and zĬĢĥČĩ. That is, the adverbial forms are used nominally when

modifying nouns unless they are used in predicates.

ĆüĔ

Ėĩ

ğħ

üØ

ĥĥ

ħüĚ

ğħ

ĉĩ

ğ°

ĥĪ

ğħ

Ĺ¾

ÆĪ

Ġěī

ġYĩĀĞ÷

Many of the students at this college are studying music.

ĆüŋĽŃčĚ

ğħ

ĉĩ

ğØ

ĥĥ

ĩXĞ÷

There are many students in this class.

îĬĞħČģĩ does not work the same way. There are different ways to express “a few (things or peo-

ple)” but one that is close to îĬĞħČģĩ is the noun îqĬġěīĞīČ, which literally means “small

number.”

ĆüĔ

Ėĩ

ğħ

üî

ġěī

Ğī

üĚ

ğħ

ĉĩ

ğ°

ĥĪ

ğħ

Ĺ¾

ÆĪ

Ġěī

ġYĩĀĞ÷

Few of the students at this college are studying music.

ĆüŋĽŃčĚ

ğħ

ĉĩ

ğî

Ğħ

ģĩXĞ÷

There are few students in this class.

In example 5, ØĬĥĥČĩ and îĬĞħČģĩ are used as the predicates of the subject ā±ĬĒĪĆīČ,

and each clause as a whole modifies the following noun, ïĬħėČ.

PRODUCTION

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

unit. Use the structures of this unit whenever appropriate.

9. 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.

10. Pair work: Question and answer: Whenever appropriate, ask further questions based on the

answer given in response to each question.

Comparative questions:

į your family; get up earliest

ĵ countries in the world; biggest population; smallest population

1. What is your favorite of the four seasons? I like spring the best.

2. Who is the richest person in Asia? Where does that person live?

3. I am happier than my younger sister, but I am not as rich as she is. But I am not as poor as

my older sister.

4. Who sleeps the latest in your dorm?

5. Which country has the largest population? What about the smallest population?

6. What fruit do you like the most? I’d rather have vegetables than fruit.

Stage 1-7 (Workbook 1) 207

ķ your dorm; stay awake the latest; get up the earliest

Ķ when a child; favorite food

, when in high school; least favorite class; favorite class

+ family; youngest person; tallest (shortest) person

* your country; poorest place

) Asia; biggest country; smallest country

( homeland; tallest mountain; longest river

' world; richest country

& best medicine for stomachache; headache

% favorite fruit; least favorite fruit

Ŕ favorite vegetable; least favorite vegetable

ŕ four seasons; favorite season

Ŗ school; happiest person; tallest person

11. Pair work: Using the structures of comparison, ask comparison questions to each other. Be sure

to ask questions regarding just two items and more than two items. You do not have to use the

following items of comparison, but use them if and as needed. Always ask further questions

based on the answers.

Topics to discuss:

countries; colleges (students, classes, teachers, majors, dorms, dorm rooms); mountains; rivers;

food (drinks, fruit, vegetables, fish, meat, Japanese food, Western food); high schools; seasons.

12. Discourse practice: You are trying to decide which study abroad program (home stay program)

you want to apply for next year.

į Decide on the roles of a student and a study abroad program coordinator.

ĵ Gather information about different programs (place; cost; the number of classes; the kind of

classes; teachers; the students; dorms; home stay program; other activities).

ķ Jot down pros and cons of different programs in your note.

Ķ Finally report your decision following the example below.

Óß

ÒĩøĪ

ĜÉ

Ġěī

üĔ

Ėĩ

ğħ

ėÜ

óċī

ğħ

ġĀĞ÷ĆüĔ

Ėĩ

ğħ

čª

Ģī

Ġěī

üóĩĩĦÒXĞ÷ĆüÉ

Ġěī

üĔ

Ėĩ

ğħ

ėčê

ēĤĀ

ğĩĩ

ğħ

ĉĩ

ğØ

ĥĥ

ħĩĀĞ÷Ď

ĝĪ

üÄ

Ēċ

Þěī

ĈĆüĔ

Ėĩ

ğħ

üć

ĝī

ğª

Ģī

Ġěī

üĔ

Ėĩ

ğħ

üóĩĩXĞ÷É

Ġěī

üĔ

Ėĩ

ğħ

čĎ

ĝĪ

üĚ

ğħ

ĉĩ

ğØ

ĥĥ

ĩXĞğĜª

Ģī

Ġěī

üĔ

Ėĩ

ğħ

čĎ

ĝĪ

üĚ

ğħ

ĉĩ

ğî

Ğħ

ģĩXĞ÷ĆüĔ

Ėĩ

ğħ

ÈüÜ

óċī

ğħ

ĹĢYĈ¶

Ĥü

òėġYĩĀĞ÷

208 Stage 1-7 (Workbook 1)

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) Comparing

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

4. Question and answer: Use Çď and/or ÇďĈ whenever appropriate. Ask further questions

based on the answers you receive.

į smarter between two animals

ĵ preference between two animals

ķ favorite place to go to

Ķ tallest person in the family

, size of countries in the world

+ height of mountains in your homeland

* richest school in your homeland

) favorite season

( favorite fruit

' favorite vegetable

1: Conversational Devices

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Stage 1-7 (Workbook 1) 209

(2) Health talk

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

6. Pair work: Use the dialogue and change to the following conditions.

Conditions:

stomachache; leg ache; sick; headache; earache

(3) When the speaker does not know the answer

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

8. Pair work: Use the dialogue above and change the comparison.

Comparisons:

taller; shorter; bigger; smaller; cleaner; more difficult; kinder.

Submit responses on separate sheet.

Part I (R: S1-7-9): You will hear a few paragraphs in which some comparisons are made. Answer

each question in Japanese (write both questions and responses).

Part II (R: S1-7-10): Answer the questions in Japanese (write both questions and responses).

2: Listening

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