Tawa W. Japanese Stage-Step Course: Workbook 1
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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.
5. Discourse practice: Express the following in Japanese.
CLi-san (Chinese national; student; freshman; can understand Japanese well)
BYamada-san (American national; teacher; can speak a little Korean)
@Brown-san (British; junior; can understand Chinese very well; will go home tomorrow)
?Kim-san (Korean national; student; sophomore; can speak English; studies every day)
>Smith-san (American national; student; senior; go to Japan often)
=Tanaka-san (Japanese national; teacher; can speak Chinese a little)
c
CONFIRMATION
Read the corresponding section, Stage 1-1.3(1) through (5), in the Grammar Textbook first.
(1) First-person; (2) Second-person; (3) Third-person; (4) Demonstrative pronouns;
(5) Plural pronouns
1. What are three ways to address the person you are speaking to?
2. Give examples of when sk may and may not be used.
3. Give examples of when A´a and A!«}a may and may not be used.
4. Identify the deleted elements in the following sentences.
CF°lòêò
8¢8
u¶8n
)²|v
w
µ~8n
B
)v
w
µ~8nmmv
w
µ~8n
3: Pronouns
30 Stage 1-1 (Workbook 1)
1. Smith-san understands Japanese well.
2. Kim-san can speak English a little.
3. Tanaka-san goes to Japan often.
4. Yamada-san will go home tomorrow.
5. Brown-san studies Japanese every day.
@
}
lo
up
¶85mnh
^
o
up
¶85mn
5. Fill the following chart with appropriate pronouns.
English Japanese English Japanese
I (both genders) this (thing)
I (male speakers) that (thing)
we (both genders) that (thing) over there
we (male) this person
you that person
you (plural) that person over there
he she
c
CONFIRMATION
Read the corresponding section, Stage 1-1.4(1) through (3), in the Grammar Textbook first.
(1) Forming questions; (2) Positive responses; (3) Negative responses
6. The word order of question sentences in Japanese is _____________________.
7. The function of the particle is __________________.
8. Use a _____________ intonation when uttering a yes-no interrogative sentence.
9. The difference between l and mm is ____________________________.
10. The difference between m and m is _________________________.
11. Respond to the following questions.
Cskl
k
u¶8n
mm_____________________n(repeat the predicate)
mm_____________________n (use the generic response)
mn___________________n(give the correct information)
m___________________n(use the generic response)
B
}
lo
up
¶8n
mm_____________________n(repeat the predicate)
mn___________________n(give the correct information)
4: Yes-no Question Sentences
Stage 1-1 (Workbook 1) 31
@
_
|
)v
w
µ~8n
mm_______________________n(repeat the predicate)
mn_____________________n(say the languages you do know)
PRODUCTION
12. Pair work: Question-and-answer.
Ask if (Yes-no question) Respond
1. Tanaka-san is Japanese Tanaka-san is an American
2. Yamada-san is a junior Yamada-san is a senior
3. Kim-san is a teacher Kim-san is a student
4. Brown-san is British Brown-san is British
5. Li-san is a freshman Li-san is a sophomore
6. It is cold in America today It is warm in America today
7. Korea is big Korea is small
8. Smith-san can speak Japanese Smith-san can speak Chinese
9. Brown-san will go home today Brown-san will go home tomorrow
10. Kim-san will go to Japan tomorrow Kim-san will go to England tomorrow
11. the addressee studies every day (open)
12. the addressee understands Korean (open)
13. the addressee can speak Chinese (open)
14. the addressee will study Japanese today (open)
15. the addressee will study Chinese today (open)
16. the addressee will go home tomorrow (open)
17.
the addressee studies Japanese every day
(open)
13.
Discourse practice: Gather information about the addressee or other individuals for the following.
CClass (freshman; sophomore; junior; senior)
BNationality (American; English; Chinese; Korean; Japanese)
@Country (size; weather)
?Weather today here (hot; cold; warm; cool)
32 Stage 1-1 (Workbook 1)
>Weather today in other countries (hot; cold; warm; cool)
=Languages the addressee can speak (English; Japanese; Chinese; Korean; others)
&Languages the addressee understands (English; Japanese; Chinese; Korean; others)
$Will study (Chinese; Japanese; Korean; English; other languages) today (tomorrow)
Will go home tomorrow (today)
Will go to (Japan; England; China; Korea; other countries)
c
CONFIRMATION
Read the corresponding section, Stage 1-1.5(1), in the Grammar Textbook first.
(1) Negating the nominal predicate
1. Give the negative predicate of the following.
Cäíçð
§ °
ulïéñë
s ªµ
¶8n¯
Bãæ
p
ulJ
u5i
¶8n¯
2. New vocabulary: (R: S1-1-4)
¬
: This term is used for many different kinds of bags. Depending on the functions, it can
mean “bag,” “backpack,” or “briefcase.” In a school setting, ¬ can be carried by hand, on the
back, or across the shoulder.
Family terms in Japanese: In Japanese, different family terms are used in different situations.
See, for instance, the following examples:
My mother is at home.
Your mother is at home.
Mother, what are you doing?
Mothers have many responsibilities.
5: Negating Predicates
Stage 1-1 (Workbook 1) 33
1. F´làð
¶8nmàð
¶lsµ~in³´lm¤7¶8n
pen pencil
2. ³´lÚ`ì
« ^
¶8nm
¶8n
notebook book
3. s´l¬¶8nmm³¶8n¬¶8n
backpack/bag
4. F°lc
ll
¶8n³°l]c
s
u¶8nm³sµ~in
mother mother
5. F°lg
¶8n³°l]g
^
u¶8nm'
)
~8n
father father
The four uses of the word “mother” in the above sentences are all different. “Mother” in (1) refers
to the speaker’s mother, but “mother” in (2) refers to the addressee’s mother. In (3) the speaker
addresses his or her mother, and “mothers” in (4) refers to mothers in general, that is, the word
does not refer to any particular mother. In Japanese, these four uses are differentiated, but it is rare
for all four terms to be different. There is some overlapping in terminology. Ou~a in the chart
below is politer than u. For instance, see the following chart:
refer to someone else’s refer to one’s own generic terms address one’s own
father ]g
^
uO
u~
ag
g3
]{
ag3
]{
]g
^
uO
u~
a
mother ]c
s
uO
u~
ac
ll
c3
ll]{
ac3
ll]{
]c
s
uO
u~
a
PRODUCTION
3. Preporatory 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.
5. Pair work: Question-and-answer (give negative responses using negative predicates).
Ask if:
Cthis person here is Yamada-san
Bthat person over there is a Japanese person
@that person is a teacher
?this thing is a backpack
>that thing over there is a book
=this person here is (the addressee’s) mother
&that person over there is (the addressee’s) father
$Yamada-san is a student
34 Stage 1-1 (Workbook 1)
1. Is this a pen? No, it is not a pen. That is a pencil.
2. Is that a notebook? No, it is a book.
3. Is that over there a backpack? Yes, that’s right. It is a backpack.
4. This is my mother. Is that person your mother? No, she is not.
5. This is my father. Is that person your father? No, he is not.
Tanaka-san is an American
the student is Chinese
the teacher is British
that thing is a notebook (a pen; a pencil)
÷this is Chinese language (English; Korean)
öthe addressee is a freshman (sophomore; junior; senior)
õthe addressee is Japanese (Chinese; Korean; American; others)
ôthe addressee is a student (teacher)
c
CONFIRMATION
Read the corresponding section, Stage 1-1.5(2), in the Grammar Textbook first.
(2) Negating the adjectival predicate
1. Give the negative predicate of the following.
Cîèñò
©µ8
lM
]]
¶8n¯
B
}
l[
s7
¶8n¯
2. New vocabulary: (R: S1-1-5)
{uz
: The adjective {uz may also be used to describe a person. In that case, it means “gen-
tle” or “lenient.”
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.
Stage 1-1 (Workbook 1) 35
1.
lW
pV
z¶8nm W
pV
z|sµ~in
difficult
2. x
m
l{uz¶8nm{uz|sµ~in
easy
3. F´lt
¶8nmt
|sµ~in
expensive
4. ³´l;
{8
¶8nmm^6±;
{8
¶8n
cheap
5. F´l¶8nm²|sµ~inh
^
#
w
¶8n
good bad
5. Pair work: Question-and-answer (give negative responses using negative predicates).
Ask if:
Cit is cold today
Bit is hot in America today
@it is cool in England today
?it is warm in China today
>Chinese is easy
=Japanese is difficult
&the backpack is big
$the pen is cheap
the book is difficult
the notebook is expensive
the book is good
the pencil is bad
÷Smith-san is big
öaddressee’s country is small (big)
õaddressee’s teacher is lenient
ôaddressee’s backpack is small (big)
óJapanese is easy
c
CONFIRMATION
Read the corresponding section, Stage 1-1.5(3), in the Grammar Textbook first.
(3) Negating the verbal predicate
1. Give the negative predicate of the following.
Còêò
8¢8
uld
~
XS
/}
z~8n¯
B\
sz
ñ
µ
`
ulR
Q
m
µ~8n¯
36 Stage 1-1 (Workbook 1)
1. Is Japanese difficult? No, it is not difficult.
2. Is English easy? No, it is not easy.
3. Is this expensive? No, it is not expensive.
4. Is that cheap? Yes, it is very cheap.
5. Is this good? No, it is not good. It is really bad.
@,
wz
|
al
)G
lk
i~8n¯
?\
sz
I
~8n¯
2. New vocabulary: (R: S1-1-6)
The verb
z~8
: In Japanese, there are many verbs that consist of a noun and the verb z~8,
which is an independent verb meaning “to do.” The nouns preceding z~8 are often kanji com-
pound words such as XS/}a “study,” eN.a “exercise,” and e16a “drive.”
In responding to a question that uses these verbs, it is acceptable to omit the noun before z~8, as
seen in the sentences above.
The verb
sµ~8
: Although the verb sµ~8 is translated as “to have,” the use of this verb is very
different from that of the English verb to have. You may not use this verb to describe someone car-
rying an inanimate thing. sµ~8 is also used for the concept of something existing, as in “there is
a pen.” See Stage 1-5 for a more detailed explanation of this verb.
àð
)sµ~8n
Is there a pen [around here]?
But it is awkward to use this verb to state that someone has a good pen with him or her.
*
k
ulàð
)sµ~8n
[intended meaning] Tanaka-san has a good pen.
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.
Stage 1-1 (Workbook 1) 37
1. d
~
q
{~
y
uleN
.
z~8nmmz~8n
exercise
2. \
sz
äíçð
§ °
ule1
6
z~8nmz~in
drive
3.
}
PT
z_|y
)sµ~8nmmsµ~8nd
~
PT
z_|y
)sµ~8n
homework have
4.
}
2
z
D
+
)sµ~8nmsµ~in\
sz
sµ~8n
examination
1. Do you, Yamada-san, exercise every day? Yes, I do.
2. Will you, Brown-san, drive tomorrow? No, I will not.
3. Do you have homework today? Yes, I do. I have homework every day.
4. Do you have an exam today? No, I don’t. I will have one tomorrow.
5. Pair work: Question-and-answer (give negative responses using negative predicates). Give the
additional information following it.
Ask if (Yes-no question) Additional information
1. Kim-san will go home today will go tomorrow
2. Yamada-san can speak English can speak Chinese a little
3. Brown-san exercises tomorrow will do so today
4. the addressee has homework today will have an exam today
5. the addressee will have an exam tomorrow will have homework today
6. Tanaka-san drives every day will drive tomorrow
7. Li-san will study Japanese today will study tomorrow
8. the addressee’s mother can speak Japanese can speak English well
9. the addressee’s father understands English understands Japanese
10. there is a pen there is a pencil
11. there is a pencil there is a pen
12. there are books there are notebooks
13. there is a backpack there are books
14. the addressee’s father will exercise today he will exercise tomorrow
15. the addressee’s mother will drive today she will drive tomorrow
16. the addressee understands Chinese
17. the addressee exercises every day
18. the addressee will have an exam today
19. the addressee will have homework today
20. the addressee will drive today
c
CONFIRMATION
Read the corresponding section, Stage 1-1.6(1) through (4), in the Grammar Textbook first.
(1) Overriding particle
±
; (2) Noun phrasal conjunction
^
; (3) Sentential conjunction
³z6
; (4) Sentential conjunction
¶±
1. Insert ±, ^, ³z6, or ¶± in the following sentences. Some sentences may have more than one
possibility. Be sure to confirm the meaning of each completed sentence.
6: Particles and Conjunctions
38 Stage 1-1 (Workbook 1)
CF´lt
¶8n³´at
¶8n
BF´ a³´lt
¶8n
@F´a³´at
¶8n
?F´lt
¶8n a³´at
¶8n
>F´lt
¶8n a³´lt
|sµ~in
=
k
u aq
{~
y
ul
¶8n aãæ
p
u aäíçð
§ °
ul
¶lsµ~in
& òêò
8¢8
u añ
µ
`
u aK
)|
i
¶8n
$ äíçð
§ °
ul
)v
w
µ~8n ar
F|
av
w
µ~8n
äíçð
§ °
ul
)v
w
µ~8n añ
µ
`
ulv
w
µ~in
ãæ
p
uld
~
X
/
S
}
z~8n ad
~
e
N
.
z~in
PRODUCTION
2. Discourse practice: Introduce yourself by giving the following information.
name; class; nationality; country (climate, size); languages that you can speak and cannot speak;
languages that your parents can speak and cannot speak; what you do and do not do every day;
what you will do and will not do today; what you will do and will not do tomorrow (try to use all
three predicate types in positive and negative forms).
3. Discourse practice: Introduce your friend to another friend (follow the same information as
above).
Step 2
1. First, study the content and the important points of the following dialogues in the Grammar
Textbook, and familiarize youself 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) Speech styles
3. Read the explanation.
1: Conversational Devices
Stage 1-1 (Workbook 1) 39