Tawa W. Japanese Stage-Step Course: Workbook 1
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240 Stage 1-9 (Workbook 1)
«ÔÊØÒ¦
vs.
«¥Ôʼݦ
: Both words mean “dictionary.” The noun «ÔÊØÒ¦ may be used
in isolation to refer to any kind of dictionary. «¥Ôʼݦ on the other hand must be modified by
the specificity of the dictionary, such as a ¢£«¥ÔÀÆàʼݦ or £¢«¥ ÔÆàÀʼݦ,
“Japanese–English dictionary” or “English–Japanese dictionary” respectively.
ÔØÍÜݦ
: The word for “question” may be used with the verb ²g to mean “to ask
questions.” With the verb ºÔÚ¦Ö “to ask,” the object must be a specific question.
s
ÞÝ
j
Ê
Z
à
D
§
ê¬Ðtº
Ú
Ú·ØË
I asked the teacher the meaning of the kanji.
sjZDtÍ༬Ðt
ØÍ
ÜÝ
Ø·ØË
I asked the teacher about meanings of kanji.
The following combination is not acceptable to mean “to ask questions”:
*sjZDtÍ༬Ðt
ØÍ
ÜÝ
êºÚ·ØË
[intended meaning] I asked the teacher about meanings of kanji.
eÔßʦ
: eÔßʦ refers to an “errand,” “business,” or “activity that someone needs to
deal with” at the time of speech. It could be a trip to the bank, shopping, putting out the trash, etc.
Usually the specifics are not mentioned.
Ô¦Þg
: “Going out [and coming back soon].” The action of leaving a place with the under-
standing that one will return fairly soon is Ô¦Þg.
ÔÞƦg
and
ÔÜ¿¦g
: These two verbs are often interchangeable, but ÔÜ¿¦g may be used
to mean “returning to a place (such as a seat in a movie theater or some public space occupied for
a while).” ÔÞƦg in these cases is not appropriate; it is used to refer to the action of returning
to one’s own home or personal space.
±Ô¼ÍÓ¦ß
: This verb can take only one object (with the particle ê). While in English you can
say, “I helped my brother with his homework,” in Japanese you must use either homework or
brother as the object. If you want to use the two, e.g., my brother and his homework, you must say
“my brother’s homework.” 7Ô˲¦gÌis another word that means “to help,” while ±Ô¼ÍÓ¦
ß means to lend a hand in a concrete task. 7Ô˲¦gÌmeans to save someone from a difficult
situation. See Stage 2-4.
¹½
=
àÜßÛ
ê±
¼
ÍÓ
iË
I helped my sister.
¹½=
ØÎÖ
Óà
ê±iË
I helped my sister with her homework.
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.
Stage 1-9 (Workbook 1) 241
8. Question-and-answer: Express the following.
ÌQ: Ù
Úß
Õ¿×ê¤
§·ØËÞ
A:
ÛÜ
ÓÁ
ÈÖË×ꤧ·ØË
I received from Mother; my roommate read last year; Kato-san needs; Jones-san bought.
éÌQ: Ñ»ËA
à0
½¿A²Þ
A: ¹Ô
xÖ
¦½Ñ
§§
È
»È
àA
à0
²
long legs; short legs; long neck; short neck; big eyes; small eyes; long neck; short neck; is in front
of the big dog; is next to the cat; is behind the chair; is on the sofa.
èÌQ: ¿ßؼԻâá»Ý¦ÕÙ
Úß
Õ
ØÎÖ
Óà
êØ·ÝØËÞ
A: 2
.Òß
4
Ú
ÓiËÞuÕ
ØÎÖ
Óà
ê²gÏÛÈÚ·ÝØË
did not have an English–Japanese dictionary; forgot (left) my Japanese–English dictionary at school
;
the question was very difficult; could not answer the question; went out for an errand to town; went
home; forgot the question.
çÌQ: øùýü÷´Ý½àÍ
Ü¿
gÛÄà·ØËÞ
A: S
Ø
Û
È
Å
ÀiËÂ
ÛÚ
tÕgÛÄà·ØË
when she has time; when her mother went out for an errand; after she helped her sister with her
homework; after she answered the question; before her friend calls her; before her parents begin
dinner.
9. Discourse practice: Respond to the following questions. Ask further questions based on the
responses you receive.
Ìѻ˽àÍ¢
À
£
Æà
«
Ê
¥
¼Ý
£
Æà
¢
À
«
Ê
¥
¼Ý
ÈP
à
·²Þ¿ßؼP
à
·²Þ
é ѻ˽
Ø
Ý
ØÎÖ
Óà
ØÍ
ÜÝ
È
Þ
ØàÂ
ÛÚ
Õ¿ßØ·²Þ¿ßؼ²Þ
è Ñ»ËÞÝv
»Þ
t¿Ý»C
Ü
ÈÑ·²Þ(answer with adjectival clauses)
ç ѻ˽
O
go
·Æ
ÛQ
Å
ÚË
ÑÛ
Õ¿Ý»ÏÛêØ·²Þ
æ Ñ»Ë
ÛÜ
ÓÁ
È
ØÎÖ
Óà
ØÍ
ÜÝ
t
ÏË
ÆgÏÛÈÚ»àÂ
ÛÚ
Õ¿ßØ·²Þ¿ßؼ²Þ
1. I will need good Japanese–English and English–Japanese dictionaries because we will read
Japanese newspapers in our class.
2. I could not answer because the questions Nakada-sensei asked were difficult.
3. I will return to my room after finishing my work at the library.
4. I called my mother, who is in Japan, before going out on an errand.
5. When I helped Park-san with his homework, I left my book in his room.
242 Stage 1-9 (Workbook 1)
s
c
CONFIRMATION
Read the corresponding sections, Stage 1-9.3 (1) through (4), in the Grammar Textbook first.
(1) Complex predicates; (2)
ÍÜÓ
; (3)
Óäß
; (4)
ÞÜØ»à
1. How do you define a complex predicate in terms of structure?
2. What does a complex predicate communicate?
3. Question-and-answer. Complete the following responses, one with negative and the other with
positive verbs. Be sure to confirm the meaning of each completed sentence.
Q: ^ÞuÕ
»t
ê²gÍܲÞ
A:
ØÎÖ
Óà
½Ø»àÍܲÈÕ
Úi
´
'
¼Ý
t½¶ÖÍܲ
(not eat lunch, go out for an errand); (not return to my room, work at the library); (not help my sis-
ter, buy Japanese–English dictionaries); (not answer, will ask the teacher)
4. Complete the underlined part with appropriate clauses. Be sure to understand the meaning of
each completed sentence.
Ù
Úß
Õ¨
Ú
ËÉн]
Ë
`
zÝ
ÕWÐØÒß
Korean; Chinese; a foreign student; not a senior; not Japanese; smart; not very smart; can speak
Japanese; cannot speak Japanese; will forget Japanese; will not forget Japanese; forgot Japanese;
did not forget Japanese; will return to Japan soon.
5. Complete the underlined part with appropriate clauses. Be sure to understand the meaning of
each completed sentence.
ÙÕ
Ñ
iËÉнÙ×¾ÞÜØ·Ý
a junior; a student of Japanese; not a senior; not an American; smart; not so smart; will go to Japan
for a study-abroad; will not return to the college; went home; did not go back to work; could not
answer the question; forgot Japanese.
6. New vocabulary: (R: S1-9-3)
3: Complex Predicates
1. ¨
uà
É
Èi
E
Ú
½Ù×ÃÛv
ÁÎß
Ö
Ã
ê
Û
gÍܲ
take
2. ÜØÞØËuÕF
Ñ´
V
½Ý
ê®
Ë
kgo
·Æ
ty
½Ø
gÞÜØ·Ý
by chance run
3. Ï~
m
½Û¼ÜG
Öu
àÞuÕѾ½]
Ë
`
zÝ
ÕÜiÛh
ÑÞ
gà~ê
´È
²ØÒß
dark bright search
4. Ï×½s
ÞÝ
j
Ê
ÈÖ©
§
Æ»àÞuÕÜiÛsjÈÚà×t}
Þ
ÆgÍܲ
visible change
Stage 1-9 (Workbook 1) 243
hÔÑÞ¦gà
and
GÔÖu¦à
: “Bright” and “dark” respectively. When these two adjectives are
used to describe people, hÔÑÞ¦gàÌ refers to a “cheerful” personality while GÔÖu¦à means
“depressed” or “dark.” Although hÔÑÞ¦gà is translated as “bright,” it may not be used to mean
someone is “smart.”
PRODUCTION
7. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this
unit. Use the structures of this unit whenever appropriate.
8. 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.
9. Question-and-answer: Express the following.
ÌQ:¨
uà
ØÎß
½Õê²gÍܲÞ
A:
ÛÜ
ÓÁ
ÛY
Æà
>
È
t¶ÖÍܲÜÕI
kÝ
X
ÚÒß
½Ø»àÍܲ
(will meet Chang-san, will not meet Kato-san); (will go out on an errand, will not go to town); (will
look for a room, will not look for an apartment); (will run before eating, will not run after eating);
(will return to my country, will not stay here).
éÌQ: &v
·»Þ
´Ý½¨
uà
É
Èi
E
Ú
Õ¿ß²gÛÇ
ÅÜ
à·²Þ
A: &v´Ý½]
Ë
`
zÝ
ÕÙ×t
ÞÆ
gØÒß
take Chinese; look for a better room; change the room for a brighter one; will return to his own
country; will not take English; will not teach Japanese; will not look for a room.
èÌQ: øùýü÷´Ý½Õ¿ß²gØÒßÞ
A: ÜØÞØËuÕøùýü÷´Ý½Ù×
tàgÞÜØ·Ý
will help Kato-san; run before eating; will take Chinese because he will go there; will not go to a
movie because he cannot see well; will change rooms because his room is dark; will stay in a
brighter room; will buy two dictionaries.
10. Discourse practice: Respond to the following questions. Ask further questions based on the
responses you have received.
̨
uà
É
Èi
E
Ú
½¿Ý»¡
ÊÎ
¸
³Òß
ê
Û
gÍܲ޿ßؼ²Þ
é Ñ»Ë
ÛÜ
ÓÁ
½
Óà
É
ÈÖ
êc
µÍ
¸
³Òß
ØË
ÑÛ
Õ¿ß²gÓäßÛÇ
ÅÜ
à·²Þ¿ßؼ²Þ
1. I plan to take Japanese and Chinese next semester.
2. He may go running before eating his breakfast.
3. This room is very dark, so she will probably look for a brighter room.
4. It is hard to see kanji in this book, so I plan to change the book to the one with bigger kanji.
244 Stage 1-9 (Workbook 1)
è Ñ»Ë3
Ïß
n
Ïß
ÛÜ
ÓÁ
½T
²
§t¿Ý»ÏÛê²gÓäßÛÇà·²Þ¿ßؼ²Þ
ç Ñ»Ë|
Òß
w
ØÝ
½Ñ»ËÈc
µÍ
¸
³Òß
ØË
ÑÛ
Õ¿ß²gÓäßÛÇà·²Þ¿ßؼ²Þ
s
c
CONFIRMATION
Read the corresponding section, Stage 1-9.4 (1), in the Grammar Textbook first.
(1) Conjunctive forms
1. What are the conjunctive forms of the following?
The copula: 6WÐÓÔ6WÐÊ%»à¦
Adjectives: ÚàÔÚÖ»à¦, $´àÔ$´Ö»à¦, ààÔÖ»à¦
2. Change the following verbs into the conjunctive forms. See if you can convert them quickly. Be
sure that you use your voice rather than merely writing them down.
©
§
gÕQ
Å
ÚgÕ®
Ë
kgÕ
Þ
ÖÕ{
Ñg
ÖÕ
½»
²Õ
´È
²Õ¤
Õq
ѵ
zÕp
·
ÍÕb
Ë
ÍÕª
Þ
ßÕl
ÍÞ
ßÕ
ÞÆ
gÕ
`
À
ÞgÕ¶
à
ÖÕ²gÕ¨
Ö
gÕ
À²
gÕ±
¼
ÍÓ
ßÕ
ÞgÕ
Ü¿
gÕ
ÏË
ÆgÕr
ÁÈ
ßÕÄ
à
ßÕÇ
ÅÜ
ßÕÑg
3. Join the following sentences into one sentence. Be sure to know the meaning of each complet-
ed sentence.
ÌϽ£
Æà
¢
À
«
Ê
¥
¼Ý
²µØ¼Õµ½¢
À
£
Æà
«
Ê
¥
¼Ý
²
é µ
ØÍ
ÜÝ
½Û¼Ü
Þ
ØÞi˲ÜÕϽµÝ»tØÖÑ·ÝØË
è Ï~
m
½"
Ø
Þ²µØ¼ÕÛ¼Üh
ÑÞ
gà²
ç Ù½Õ¯
Ï
°
¿Ü
ØÎÖ
Óà
ê±
¼
ÍÓ
à·Ø˵
ÑÛ
Õe
ß
Ê
?
·Á
t
Þ·ØË
æF
Ñ´
Õ#
Ïß
ÆÝ
êy
½Ø
·Ø˵
ÑÛ
ÕF
Ñ´
V
½Ý
ê®
Ë
k·ØË
4. Question-and-answer: Change the underlined part as suggested. Be sure that you understand
the meaning of each completed sentence.
Q: ^
à·
ÕÅ<
OÆ
´Ý½
»t
êؼෲÞ
A: <
ÑO
½-
ØÝ
º
zÝ
ê¤
Ýà·²
doing her homework; taking a walk in town; running outside; looking for good dictionaries; help-
ing our mother; sleeping; talking on the phone; writing e-mail.
5. Suppose you are a teacher giving the following commands in the classroom.
wait a little; read this kanji; look at this; speak in Japanese; write more kanji; use a Japanese–
English dictionary; say the meaning in Japanese; listen well; answer in Japanese; ask questions in
Japanese; help the students in the same class.
4: New Forms
Stage 1-9 (Workbook 1) 245
c
CONFIRMATION
Read the corresponding section, Stage 1-9.4 (2), in the Grammar Textbook first.
(2) The stems
6. Fill in the following chart with the appropriate elements.
Meaning Base form Verb Stem Polite form
group
say
think
take
run
search
change
answer
return
go out
help
forget
differ
bring
practice
7. Question-and-answer: Change the underlined parts as suggested. Be sure that you understand
the meaning of each completed sentence.
Q: c
µÍ
¸
³Òß
ØË
ÑÛ
Õ¿Ý»ÏÛÈØËà²Þ
A:
Ò
¶
Ïß
ØËà²ÈÕ²åtS
Ø
Û
ØËÖÑ·Ý
(want to work at the bank, do not want to teach); (want to look for a bright room in town, do not
want to go home); (want to return to my country, do not want to stay here)
éÌQ: ¯
Ï
°
¿Ü
Â
ÛÚ
Õ¿Ý»ÏÛÈØËÞi˲Þ
A: àÍÜq
ѵ
.ËÞi˲ÈÕ
ØÎÖ
Óà
ØËÖÑ·ÝØË
(wanted to stay in my room, did not want to go outside); (wanted to talk to my friends, did not want
to study); (wanted to watch TV all the time, did not want to help my parents)
8. Question-and-answer: Change the underlined part as suggested. Be sure that you understand
the meaning of each completed sentence.
Q: Ñ?
·Á
têØt¶Ú·ØËÞ
A: ¹Ô¦½²Øê
®
Ë
kt¶Ú·ØË
to watch a movie; to meet a friend; to buy an English–Japanese dictionary; to look for a cheap and
bright room; to change the dictionary at the bookstore; to help my friend.
9. New vocabulary: (R: S1-9-4)
PRODUCTION
10.Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this
unit. Use the structures of this unit whenever appropriate.
11. 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.
12.Complete the following sentences. Be sure that you understand the meaning of each completed
sentence.
ÌѾ½Ù×_________________¼Õv
ÁÎß
Ö
_
µÓ
Á·ØË
246 Stage 1-9 (Workbook 1)
1. ¹½Ù×Ð
ß
·¼Õ;
Èà
ÏÖ
_
µÓ
Á·ØË
grow up
2. ÏÏt
»
o
·Æ
ÛU
ÊÎß
\
ØÒ
ê
Þ
à¼ÖÓ´à
address
3. Â
Ê
/
ÞÝ
ÈÑ·»Ö¼Õ)
àµ
àà·²
hurry
4. ѵϽ9
Ñz
»à²ÞuÕÑ·¶ÚËÖÑ·Ý
dangerous
5. H
@
R
Íß
½²Ø½®k·ÝÈÕB
ÛÖ
M
kÍ
»Ù
L
ÓÕ?·²Øê®kt¶Ú·²
normal special
1. I was born in Japan and grew up in a foreign country.
2. Please write your name and address here.
3. I don’t have much time, so I am in a hurry.
4. It is dangerous there, so I don’t particularly want to go there.
5. We normally don’t eat sushi, but on a special day, we go to town to eat sushi.
Stage 1-9 (Workbook 1) 247
é ²§·ÝÈÕÏÏtU
ÊÎß
\
ØÒ
ê________________¼ÖÓ´à
è Ñ·Â
Ê
/
ÞÝ
È»à²ÞuÕ
²Ï
Ø________________ÖÓ´à
ç ¹Ô
xÖ
¦½_________________ÕÏÉI
kÝ
X
ÚÒß
ؼෲ
æ Ï~
m
½______________Ö¼ÕÚà²
13. Question-and-answer: Express the following.
ÌQ: Ñ»Ë
ÛÜ
ÓÁ
úû´Ý½^ÕêؼෲÞ
A:úû´Ý½^ÕÙ×
I
kÝ
X
ÚÒß
ؼෲ
working in Japan; teaching in China; looking for an apartment; helping his brother; writing a book;
taking Japanese and Chinese at school; doing a dangerous job.
éÌQ: Åf
Ú%Ö
´ÝÈ
ÞÆ
iË
ÑÛ
Õ¿Ý»ÏÛÈØËà²Þ
A: ²åt
ØÎÖ
Óà
ØËÖ»àÞuÕY
Æà
>
È
ê©
§
t¶
à
ÚËà²
want to go to town; want to go to town to eat; want to go to town to eat sushi; want to go to a book-
store; want to go to a bookstore to buy a dictionary; want to go to a bookstore to buy an English–
Japanese dictionary.
èÌQ: Ù
Úß
Õ¿Ý»ÏÛÈØËÞi˲Þ
A: Y
Æà
>
È
½©ËÖÑ·ÝØËÈÕðëíÈ©ËÞi˲
(did not want to eat sushi, wanted to eat a hamburger); (did not want to study, wanted to watch a
movie); (did not want to watch TV, wanted to do my homework).
14.Discourse practice: Respond to the following questions. Ask further questions based on the
responses you have received.
Ì¿ÏÐ
ß
·¼Õ¿Ï_
µÓ
Á·ØËÞµ½¿Ý»ÛÏä²Þ
é Ù×ìнÉÐtàÍÜêؼÖÓ´àÛÄà·²Þ
èH
@
R
Íß
Õ
Ý
V
½Ý
t¿Ý»Cê®k·²ÞB
ÛÖ
M
kÍ
»Ù
L
½¿Ït®kt¶Ú·²Þ
çc
µÍ
¸
³Òß
ØË
ÑÛ
Õ¿Ý»ÏÛÈØËà²Þ¿ßؼ²Þ
æ¯
Ï
°
¿Ü
Â
ÛÚ
Õ¿Ý»ÏÛÈØËÞi˲޿ݻÏÛÈØËÖÑ·ÝØËÞ
s
Note: Focus on confirmation in this section. Production for each form will be given in later chapters.
c
CONFIRMATION
Read the corresponding sections, Stage 1-9.5 (1) and (2), in the Grammar Textbook first.
(1) Derived verbs; (2) Potential verbs
1. What are the three derived verbs?
5: Derived Verbs
248 Stage 1-9 (Workbook 1)
2. What verb groups do these derived verbs belong to?
3. What are the potential forms of the following verbs?
©
§
gÕQ
Å
ÚgÕ®
Ë
kgÕ
Þ
ÖÕ{
Ñg
ÖÕ
½»
²Õ
´È
²Õ¤
Õq
ѵ
zÕp
·
ÍÕb
Ë
ÍÕª
Þ
ßÕl
ÍÞ
ßÕ
ÞÆ
gÕ
¶
à
ÖÕ²gÕ¨
Ö
gÕ
À²
gÕ±
¼
ÍÓ
ßÕ
ÞgÕ
Ü¿
gÕ
ÏË
ÆgÕÄ
à
ßÕÇ
ÅÜ
ßÕ
Û
gÕ}
Þ
ÆgÕy
½Ø
g
4. Make potential sentences (both ability and possibility meanings) using the above verbs.
5. Discourse practice: Respond to the following questions using potential verbs. Ask further ques-
tions based on the responses you receive.
ÌÙ×ÿݻÏÛÈÚ·²Þ¿Ý»ÏÛÈÚ·ÝÞ
é¯
Ï
°
¿Ü
Â
ÛÚ
Û3n
ÏßÏß
ÂÕ¿Ý»ÏÛÈÚ·ØËÞ¿Ý»ÏÛÈÚ·ÝØËÞ
è Ñ»Ë
Öt
Ù×C
Ü
Ȫ
Þ
Æ·²Þ¿Ý»ÜȪƼտݻÜȪƷÝÞ
ç ѻ˽¿Ý»ÏÛÈÚ¼Õ¿Ý»ÏÛÈÚ·ÝÞ
æ ɽ¿Ý»ÏÛÈÚ¼Õ¿Ý»ÏÛÈÚ·ÝÞ
c
CONFIRMATION
Read the corresponding section, Stage 1-9.5 (3), in the Grammar Textbook first.
(3) Passive verbs
1. What are the passive verbs of the following?
©
§
gÕ®
Ë
kgÕ
Þ
ÖÕ
½»
²Õ
´È
²Õ¤
Õp
·
ÍÕª
Þ
ßÕl
ÍÞ
ßÕ²gÕ¨
Ö
gÕ
À²
gÕ
ÏË
ÆgÕÄ
à
ßÕ
Ç
ÅÜ
ßÕ
Û
gÕ}
Þ
Æg
2. The use of passive sentences in Japanese is quite different from English. So, we will wait until
Stage 2-4 to practice passive sentences in detail. For now, however, we will practice a simple
usage here in this chapter. It is quite useful and common to use the following sentences with
passive verbs. Pay special attention to the particle use.
Ù×ýÉÐt
Þ
ØàÛÇ
ÅÜ
À¼à·²
Japanese is thought to be difficult by students.
Ù×ýÉÐt
Þ
ØàÛÄ
à
À¼à·²
It is said by students that Japanese is difficult.
ÌÙ×Ã
½
Þ
ØàÛÇ
ÅÜ
À¼à·²
English is difficult; that river is dangerous; Park-san has good grades; Chang-san is smart; Nakada-
sensei’s examinations are difficult; Jones-san is fashion conscious.
éÌÙ×Ã
½ÉÐt
Þ
ØàÛÄ
à
À¼à·²
Japanese customs are interesting; this Japanese–English dictionary is the best; today is a special
day; his grades are neither bad nor good; the sushi at that shop is expensive.
Stage 1-9 (Workbook 1) 249
3. Discourse practice: Respond to the following questions. Ask further questions based on the
responses you receive.
Ìѻ˽
ÛÜ
ÓÁ
t¿Ý»¾ÓÛÇÀ¼à·²Þ
é Ñ»ËÉ
Èi
n
Ïß
½¿Ý»ÉnÓÛÄÀ¼à·²Þ
è Ñ»Ë
Öt
½;
Èà
ÏÖ
¾
LÛ
ËÁ
t¿Ý»ÓÛÇÀ¼à·²Þ
ç Ñ»ËÉnÙ×á
ÊÎ
¸
³Òß
½¿Ý»¡¸ÓÛÄÀ¼à·²Þ
c
CONFIRMATION
Read the corresponding section, Stage 1-9.5 (4), in the Grammar Textbook first.
(4) Causative verbs
1. What are the causative forms of the following verbs?
©
§
gÕ®
Ë
kgÕ
Þ
ÖÕ{
Ñg
ÖÕ
½»
²Õ
´È
²Õ¤
Õq
ѵ
zÕp
·
ÍÕb
Ë
ÍÕª
Þ
ßÕl
ÍÞ
ßÕ
ÞÆ
gÕ
¶
à
ÖÕ²gÕ¨
Ö
gÕ
À²
gÕ±
¼
ÍÓ
ßÕ
ÞgÕ
Ü¿
gÕ
ÏË
ÆgÕÄ
à
ßÕÇ
ÅÜ
ßÕ
Û
gÕ}
Þ
ÆgÕy
½Ø
g
2. The use of causative sentences in Japanese is quite different from English. We will save detailed
practice of causative and causative-passive sentences for Stage 3-4. Here, we will practice a sim-
ple usage.
Create as many causative sentences as you can with the following as the beginning of the sentence.
Be sure to know the meaning of each completed sentence.
̬нÉÐtàÍÜ _________________________________________________
é¯
Ï
°
¿Ü
Â
ÛÚ
Õ¹|
Òß
w
ØÝ
½¹t __________________________________________
3. Discourse practice: Respond to the following questions. Ask further questions based on the
responses you have received.
ÌÙ×ìн¡
ÊÎ
¸
³Òß
ÉÐt¿Ý»ÏÛê´·²Þ¿ßؼ²Þ
é¯
Ï
°
¿Ü
Â
ÛÚ
ÕÑ»Ë|
Òß
w
ØÝ
½Ñ»Ët¿Ý»ÏÛê´·ØËÞ»â²Þ
4. What are the causative-passive forms of the following verbs?
©
§
gÕ®
Ë
kgÕ
Þ
ÖÕ{
Ñg
ÖÕ
½»
²Õ
´È
²Õ¤
Õq
ѵ
zÕp
·
ÍÕb
Ë
ÍÕª
Þ
ßÕl
ÍÞ
ßÕ
ÞÆ
gÕ
¶
à
ÖÕ²gÕ¨
Ö
gÕ
À²
gÕ±
¼
ÍÓ
ßÕ
ÞgÕ
Ü¿
gÕ
ÏË
ÆgÕÄ
à
ßÕÇ
ÅÜ
ßÕ
Û
gÕ}
Þ
ÆgÕy
½Ø
g
5. Create as many causative-passive sentences as you can based on the following beginnings of
sentences. Be sure to know the meaning of each completed sentence.
ÌÉнÙ×ìÐtàÍÜ _________________________________________________
é¯
Ï
°
¿Ü
Â
ÛÚ
Õ¹½|
Òß
w
ØÝ
t __________________________________________