Tawa W. Japanese Stage-Step Course: Workbook 1
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2. Æë or ÆM? Choose the right one for each of the following sentences. Be sure that you under-
stand the meaning of each sentence.
ßÂÔÆëÆM˽
ÇÌÎ
MÃ
ÀÕ
Aa
æÂÔÆëÆMËĝı
Ğ Õ
ºÍ
ÑÕÑÓ
Mĝı
Ğ Õ
Aa
åÂÐ
¨ÎÌ
°ÔÆëÆMËéj
]Õ
\
ÁÉÒ
ΪAa
äÂÔÆëÆMËÏ·
¿ÆÒ
½
ÇÌÎ
MÄÏ
¶Ó¿Ê
Aa
ãÂÔÆëÆMËR
³
©
ÎÉ
N
ÈÕ
¼¹
Ó
ÁªAa
àÂÔÆëÆMËÏÍ
¿ÊÑÓ
¼Ĭuį
Ĩ ¤ê
é©
È
ÁªAa
ÞÂÔÆëÆMË{z
s§
½
ÇÌÎ
M{z
s§
Aa
Û½
ÇÌÎ
MÃ
ÀÕ
ÔÆëÆMËAa
Ú½
ÇÌÎ
MÈÕÔÆëÆMËÈÕAa
ÙÂÔÆëÆMËğĢ
ÁU
hÕMI
:ÉÒ
Aa
3. What’s missing? Indicate the element that is deleted from any sentences.
ßÂFë¨ÅÌMÃ
ÀÕ
AÈa¤¤°½
ÇÌÎ
MAa
æÂÆë½
ÇÌÎ
MÃ
ÀÕ
AaFë¨ÅÌMAÈa
4. New vocabulary: (R: S1-2-3)
60 Stage 1-2 (Workbook 1)
1. Ð
¼
Ã
ÀÕ
²
µ
MºÍ
ÑÕÑÓ
M
Å
ª¤
«
ÅÕ
AÈa
§ª
¥
¶
ºÍ
ÑÕÑÓ
Aa
name
2. ¨ÅÌM
ÑÕÆÒ
«
ÅÕ
AÈaª¶
Ç
È:ªÑÕa
major not yet
3. ¨M¾¸
Æ
hÕºÍ
ÑÕÑÓ
M¾¸
Æ
hÕM)
Ò
¸
Æ
»çÕAÈa
child (see below)
4. ¨M¸
Æ
T
MÃ
ÀÕ
<
Ì
4
Ò
p
ÊÕ
MAÈaÓÓ¤°
§ª
¥
¶
p
ÊÕ
MAa
child (see below)
5. ¨ÅÌM£·
ÆÒÆÒ
ÆAÈaÐ
¼
Ã
ÀÕ
M
ÅÈ
¥
¶
£·
ÆÒÆÒ
Aa
high school Nakada High School
6. İĜİ
AÝA
hÕM®
δ
¯
ÎÕ
ÆAÈa
XÊ
M®
δ
¯
ÎÕ
»
ġĬĩė
¨ Ĩ :È
Aa
the place one is from homeland
ÔÑÕÆÒË
: A major field of study students choose at college. The names of majors often end
with ÏÔ¿ÊË, which means “learning.” See the Supplemental Vocabulary at the end of this chapter.
ª¶
: This adverb with a negative predicate means “not yet.”
t
¤Ó
v
¿
¼ª¶ ¹
Ó
ÁªÑÕa
I will not go to the movie yet.
¸TÔÆË
and
¾¸ÔÆËhÕ
: ¸TÔÆË can be used alone but ¸ÔÆË normally must be fol-
lowed by some kind of modifier. When referring to someone else’s child, use ¾¸ÔÆËhÕ, which
is a more polite word than ¸TÔÆË.
)¸ÔÒÆË
and
<4ÔÌÒË
: These are common female and male given names, respectively.
»çÕ
and
pÔÊÕË
: The diminutive form of hÕ, »çÕ is normally used after children’s given
names (both genders). Some parents or family members may keep on using »çÕ for the names
of their children even after they have grown up. pÔÊÕË, on the other hand, may be used after
either given or family names of boys and men. A male speaker may use pÔÊÕË for a female, espe-
cially when the man is in a supervisory position.
Æ
: This pronoun is most commonly translated as “where.” The English “where” and the
Japanese Æ are used in similar ways, such as asking for a destination (as in “where are you
going?”) or the location of things or people (as in “where is he?”). Æ is, however, at times used
differently from the English “where.” In the following situations, what is being asked is the name
of the school or country rather than its location:
¨ÅÌMÄÏ
¶Ó¿Ê
Æ AÈa
Where is your university (What is the name of your university)?
ÁÉÒ
c
³
ÄÏ
¶Ó¿Ê
Aa
It is Kyoto University.
If you choose to be not specific about the name, you can also answer the question in the following
way:
ÁÉÒ
c
³
MÄÏ
¶Ó¿Ê
Aa
It is a university in Kyoto.
eÄÏÔ³ÒÁÉÒ¶Ó¿ÊË and cÄÏÔÁÉÒ³¶Ó¿ÊË are the names of the particular universi-
ties in Japan, the University of Tokyo and Kyoto University, respectively. Notice that using M, as in
eMÄÏÔ³ÒÁÉÒM¶Ó¿ÊË, would mean “a university in Tokyo.” ¥£·ÔÅȶÆÒÆÒË in
the above example is a fictional name.
®¯ÔδÎÕË
and
®¯ÔδÎÕ»Ë
: ®¯ÔδÎÕ»Ë refers to the place where a person
was born and/or brought up. ®¯ÔδÎÕË, however, means graduation from or affiliation with
a certain school or origin in a certain town or country, and may not be used to refer to the place
itself. ®¯ÔδÎÕË may be used in the following ways:
½
ÇÌÎ
M®
δ
¯
ÎÕ
Ð
¼
Ã
ÀÕ
Aa
½
ÇÌÎ
Ð
¼
Ã
ÀÕ
®¯
δÎÕ
Aa
I am from Japan.
½
ÇÌÎ
e
³Ò
ÁÉÒ
ÄÏ
¶Ó¿Ê
®
δ
¯
ÎÕ
Aa
I graduated from the University of Tokyo.
Stage 1-2 (Workbook 1) 61
Since ®¯ÔδÎÕ»Ë refers to a specific place but ®¯ÔδÎÕË does not, you can describe
®¯ÔδÎÕ»Ë but normally not ®¯ÔδÎÕË.
½
ÇÌÎ
M®
δ
¯
ÎÕ
»
Ä
¾¾
ÁÓAa
My birthplace (or the place where I was brought up) is big.
*½
ÇÌÎ
M®
δ
¯
ÎÕ
Ä
¾¾
ÁÓAa
[intended meaning] My birthplace (or the place where I was brought up) is big.
PRODUCTION
5. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this
unit. Use the structures of this unit whenever appropriate.
6. 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.
7. Complete the following statements about yourself.
ß½
ÇÌÎ
Ô
XÊ
ËM
Å
ª¤
ÔÖÖÖÖÖÂÂÖÖËAa
æ ½ÔËMÐ
¼
Ã
ÀÕ
²
µ
MºÍ
ÑÕÑÓ
M
Å
ª¤
ÔÖÖÖÖÖÂÂÖÖËAa
å ½ÔËM
ÑÕÆÒ
ÔÖÖÖÖÖÂÂÖÖËAa
ä ½ÔËMºÍ
ÑÕÑÓ
M¾¸
Æ
hÕM
Å
ª¤
ÔÖÖÖÖÖÂÂÖÖËAa
ã ½ÔËM£·
ÆÒÆÒ
ÔÖÖÖÖÖÂÂÖÖËAa
à ½ÔËM®
δ
¯
ÎÕ
ÔÖÖÖÖÖÂÂÖÖËAa
8. Discourse practice: Ask any of the following, then summarize the information you have gained
from the responses.
Possible questions:
the names of (the teachers, roommate(s), friends, parents, the dorm, the high school, the college,
your friends’ colleges); the major (descriptions, the teachers’ names); the homeland (the name,
description); class (freshman, sophomore, etc).
62 Stage 1-2 (Workbook 1)
1. What is the name of the Japanese teacher? It is Yamada-sensei.
2. What is your major? I don’t know yet.
3. Is that child your Yoko, sensei?
4. Is that book (for children) Taro’s? No, it is Yamada-kun’s.
5. What high school do (did) you go to? Nakada High School in Japan.
6. Where are you from, Smith-san? I am from the United States.
s
c
CONFIRMATION
Read the corresponding section, Stage 1-2.4(1) and (2), in the Grammar Textbook first.
(1) Two types of adjectives; (2) Interrogative pronouns
ëÔMË
and
ÕÅ
1. Circle the proper connecting element ÔMÅnothingË in the following sentences.
ߦÐ
ÁÉÒ
Ó§ÔMÅnothingËr
Õ
Á
A¤a
æ¦Ð
ÁÉÒ
°Ð
¼
Ã
ÀÕ
ÔMÅnothingËr
Õ
Á
ʨ:ªÑÕa
å¦Ð
ÁÉÒ
ÓÓÔMÅnothingËr
Õ
Á
A¤a
ä ÆM¸
Æ
n
wÕ
Á
ÔMÅnothing˸
Æ
A¤a
ã ÆM¸
Æ
³n
wÕ
Á
ÔMÅnothingËAa
2. Circle the proper interrogative pronoun ÔëMÕÅË in the following situations:
My roommate told me that he saw an interesting movie in town last night. I know that five
movies are now showing in town, and so I asked the following.
ÔëMÕÅËt
¤Ó
v
¿
AÈa
æ I told my friend that I am taking a Japanese class. Not knowing much about the class I am tak-
ing, she asked me the following.
FMÐ
¼
Ã
ÀÕ
²
µ
M
¡´
ÉÒ
ÔëMÕÅË
¡´
ÉÒ
AÈa
å My friend, Tanaka-san, asked me to pick up a book of his in his friend’s room. When I went
there, there were several books in the room. So, I asked his friend the following.
¥
Ì
ÅÈ
hÕMÃ
ÀÕ
ÔëMÕÅËAÈa
3. New vocabulary: (R: S1-2-4)
4: Adjectival Nouns
Stage 1-2 (Workbook 1) 63
1. ¨M¸
Æ
}
¾³Æ
M¸
Æ
A¤a
disagreeable boy
2. İĜİ
AÝA
ºÍ
ÑÕÑÓ
ÕźÍ
ÑÕÑÓ
AÈa,Y
ÎÕÑy
źÍ
ÑÕÑÓ
Aa
kind
3. ¨ÅÌM®
δ
¯
ÎÕ
»
ÕųÆAÈa³ÁëÓųÆAa
place clean
¬Ô³Ë
and
¸ÔÆË
: Used with demonstrative pronouns, Ô³Ë and ¸ÔÆË often function as
personal pronouns: ÆM¬Ô³Ë “this person,” ¨M¸ÔÆË “that child over there.”
Ô¾ÕÅË
and
}Ô¾³ÆË
: Terms indicating gender, often used as modifiers, for example, M
¬Ô¾ÕÅM³Ë “woman” and }M¸Ô¾³ÆMÆË “boy.”
Ò»M
noun: Derived from ÔÒ»Ë, Ò» indicates that the following noun is a thing or a person
belonging to the speaker’s home. Kanji is not used for Ò» when it has this meaning. Examples are
Ò»M¸ÔÆË “our child” and Ò»MÃÔÀÕË “our book.”
OBÔÈÕÌÕË
and
§hÎÓ
: Both words are translated as “easy.” OBÔÈÕÌÕË, which empha-
sizes “simplicity,” is used to describe things but not people. §hÎÓ can be used for things as well
as people. When §hÎÓ is used to describe things such as classes and tests, it means that they are
easy to deal with, and the kanji for this meaning is ÎÓ (although not often used). When §hÎÓ
is used to describe a person, it means that the person is kind, gentle, and considerate, and the kanji
for it is ÎÓ.
ÄÔ¾¾ËÁÓ
,
ÄÔ¾¾ËÁÅ
,
Ô»ÓËhÓ
,
Ô»ÓËhÅ
: The adjectives ÄÔ¾¾ËÁÓ and Ô»ÓË
hÓ have the following variations of form, ÄÔ¾¾ËÁÅ and Ô»ÓËhÅ, when modifying nouns.
The use of ÄÔ¾¾ËÁÅ depends on the region. In emphasizing the size of something when speak-
ing casually, some speakers may say ¾ÁÅ or »hÅ for ÄÔ¾¾ËÁÅ and Ô»ÓËhÅ, respec-
tively. It must be noted that these kinds of adjectives and adjectival nouns are extremely rare. ÄÔ¾
¾ËÁÅ and Ô»ÓËhÅÂcannot, however, be separated into the base word form and the particle Å:
¨MÃ
ÀÕ
Ä
¾¾
ÁÅÃAa
That book is a big book.
*¨MÃ
ÀÕ
Ä
¾¾
ÁAa
[intended meaning] That book is big.
~ÔMË
:
Meaning “thing,” ~ÔMËrefers to
specific
things or concepts. Things that cannot be
expressed by conceptual words (e.g., I heard good things about you.) are not ~ÔMË, but rather Æ
³.
ÁëÓ
: Although this adjectival noun ÁëÓ ends with the hiragana Ó, it does not belong to the
group of adjectives. This is because the last Ó is really not the sound /i/. Recall the writing con-
64 Stage 1-2 (Workbook 1)
4. ÆÕÅÔFÕŨÕÅË[
Î
Z
WÕ
OB
ÈÕÌÕ
Aa°³ÄY
ÌÓÑy
Å[
Î
Z
WÕ
Aa
this kind of simple important
5. ĩu
:Ó
hÕÁëÓÅ
¾ÕÅ
M¬
³
Aa
pretty woman
6.
§ªÅÈ
hÕMÄÏÍ
¶Ó¿ÊÑÓ
AÈa¨Mn
wÕ
Á
Å}
¾³Æ
MÏÍ
¿ÊÑÓ
Aa
college student energetic
7. ÆM
»Ó
hÅ~
M
«
ÅÕ
AÈa¨M
¾ÕÅ
M¸
Æ
M
ÈÕ
Aa
(see below) thing girl
8. ë¿Ò»M£·Í
ÆÒÆÒÑÓ
MÃ
ÀÕ
AÈa¨MÄ
¾¾
ÁÅÃ
ÀÕ
Aa
(see below) high school student (see below)
Stage 1-2 (Workbook 1) 65
vention that says that the long /e/ sound is expressed with the hiragana Ó. This adjectival noun is
often translated as “pretty,” “beautiful,” or “clean.” It can, for instance, be used to describe a per-
son, in which case the word probably refers to physical beauty. When the same word is used for a
thing such as a room, the word more than likely describes the cleanliness, orderliness, or tidiness
of the room. It can, of course, describe aesthetic beauty as well.
PRODUCTION
4. Preparatory task: Do mechanical practice as needed to memorize the new vocabulary for this
unit. Use the structures of this unit whenever appropriate.
5. 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.
6. Pair work: Question-and-answer.
Example:
Q: Ð
¼
Ã
ÀÕ
Mr
Õ
Á
ÒAÈa
A: =
Ó§
År
Õ
Á
Aa
Question Answer
Example: weather in Japan today; how not nice
1. this kind of movie; fun boring
2. teachers at that college; how kind
3. that kind of examination; difficult simple
4. this small thing; whose that girl’s
5. that big thing; what that high school student’s bag
1. That child is really an awful boy, isn’t he?
2. What kind of a teacher is Smith-sensei? He is a kind teacher.
3. What kind of place is your homeland? It is a very clean place.
4. This (that) kind of examination is simple. But it is a very important examination.
5. Lee-san is a pretty woman.
6. Which college student is Yamanaka-san? He is that energetic male student.
7. What is this small thing? It is that girl’s bag.
8. Which one is our high school student’s book? That big one is.
7. Pair work: Question-and-answer.
Example:
Q: þ
:
u
Ó
hÕÕÅÏ
¿Ê
Í
ÑÓ
AÈa
A: ³ÓÓÏÍAa
Question with
ÕÅ
Answer
Example: Li-san; student very good student
1. that Japanese teacher; teacher kind teacher
2. that boy; child child full of energy
3. that woman; person nice person
4. that college student; student fun student
5. homeland; place pretty
8. Pair work: Question-and-answer.
Example:
Q: MÏ
¿Ê
Í
ÑÓ
¿þ
:
u
Ó
hÕAÈa
A: ¨Mn
wÕ
Á
ÅÏ
¿Ê
Í
ÑÓ
¿þ
:
u
Ó
hÕAa
Question with
M
Answer
Example: student; Li-san that cheerful one
1. exam; simple this one
2. book; important the one that the college student has
3. students; our students those female students
4. teacher; Yamada-sensei that pretty teacher
9. Pair work: Question-and-answer.
Example:
Q: ¨ÅÌM{z
s§
ëAÈa
A: ÆMÄ
¾¾
ÁÓ{z
s§
Aa
66 Stage 1-2 (Workbook 1)
Question with
ë
Answer
Example: your room this big room
1. the important book this one
2. this boy’s backpack that small one over there
3. that high school student’s notebook this pretty notebook
4. our students’ dormitory that big one
s
c
CONFIRMATION
Read the corresponding sections, Stage 1-2.5 (1) and (2), in the Grammar Textbook first.
(1) Clausal conjunction
¿
; (2) Sentential and clausal conjunction
Wë
1. Insert an appropriate conjunction (more than one may be possible) in the parentheses of the fol-
lowing sentences Ô³, FÎ, ¿, Wë, Ë. When more than one is possible, explain the dif-
ference. Be sure that you understand the meaning of each completed sentence.
ߦÐ
ÁÉÒ
_
±
Ò
Ð
AÔÖÖÖÖÖÖË°
¡´
ÉÒ
¿¨:ªAa
æx
¼Ĭuį
Ĩ ¤ê
é©
È
ÁªAaÔÖÖÖÖÖÖË°
Õ
¢
Ç
éΪÑÕa
å½
ÇÌÎ
M
Å
ª¤
¥
Ì
ÅÈ
AÔÖÖÖÖÖÖË°½
ÇÌÎ
Ð
¼
Ã
ÀÕ
²
µ
¿¢
Å
ѪÑÕa
äo
³¶»
ÔÖÖÖÖÖÖ˽
ÇÌÎ
Ð
¨ÎÌ
°t
¤Ó
v
¿
¼¹
Ó
ÁªAaÔÖÖÖÖÖÖË°Ĥĭİ
ÊèA
¼¹
Ó
ÁªÑÕa
ã½
ÇÌÎ
§ª
¥
¶
AaÔÖÖÖÖÖÖË°ÆMÄÏ
¶Ó¿Ê
MÏÍ
¿ÊÑÓ
Aa
s
c
CONFIRMATION
Read the corresponding section, Stage 1-2.6, in the Grammar Textbook first.
2. The following adverbs are used with negative predicates. Explain the differences in meaning.
ߨM¬
³
¨ª:ÓÓ¬
³
¡ç¨:ªÑÕa
æ ¨M¬
³
FÕżÓÓ¬
³
¡ç¨:ªÑÕa
å ¨M¬
³
G?
dÕdÕ
ÓÓ¬
³
¡ç¨:ªÑÕa
3. Give negative responses to the following questions with appropriate adverbs and the sentence-
final particle .
ߦÐ
ÁÉÒ
0
¨y
ÓAÈa(use ¨ª:)
5: Conjunctions
6: Adverbs with Negative Predicates
Stage 1-2 (Workbook 1) 67
æS
ÈÕÆÊ
Ä
¾¾
ÁÓAÈa(use G?
dÕdÕ
)
å İĜİ
AÝA
hÕ
»Ó
hÓA¤a(use FÕż)
ä¦Ð
ÁÉÒ
°ġĬĩė
¨ Ĩ :È
hU
ÓAÈa(use ¨ª:)
PRODUCTION
4. Discourse practice: Interview your partner.
Suggestions for the content:
home; high school; college; major; dorm; room; classes; examinations; teachers; languages;
friends; movies; library; e-mail; phone; others.
5. Discourse practice: Based on the responses you have gathered above, talk about the person to
others. Pay attention to the following: (1) use appropriate conjunctions, (2) be sure to delete the
repeated words such as the topic.
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) Backchannel
3. Listen to dialogue (1): (R: S1-2-5)
4. Practice the following, as shown in the following example.
Example:
Å
ª¤
«
ÅÕ
AÈa(Brown)
ĠĭĪı
âèÒÕ
Aa
ĠĭĪı
âèÒÕ
hÕAÈa(= backchannel)
ߦÐ
ÁÉÒ
V
È
±
Ò
Ð
AÈ°i
AÓ
±
Ò
Ð
AÈa(neither; Thursday)
æÂį
ê
u
Ò
Ģ
U
Ĭ
Ĩ
u
¤
Į
³
İĜİ
AÝA
hÕAÈ°ĩu
:Ó
hÕAÈa(neither; Brown)
1: Conversational Devices
68 Stage 1-2 (Workbook 1)
ºÍ
ÑÕÑÓ
¨ÅÌ
Ì»
K
¼
Í
ÕÑÓ
AÈ°>
hÕ
Í
ÕÑÓ
AÈa
ÏÍ
¿ÊÑÓÌ»
K
¼
Í
ÕÑÓ
>Í
hÕÕÑÓ
¨:ªÑÕaÍ
Ó»ÕÑÓ
Aa
ºÍ
ÑÕÑÓ
Í
Ó»ÕÑÓ
AÈa
åºÍ
ÑÕÑÓ
¼Ĭuį
Ĩ ¤ê
éΪAÈ°
Õ
¢
Ç
éΪAÈa(e-mail)
äÂÐ
¨ÎÌ
°«
ż
éΪAÈa(will go to a movie with a friend)
ãÂ
ÑÕÆÒ
«
ÅÕ
AÈa(Japanese)
(2) Location or name?
5. Listen to dialogue (2): (R: S1-2-6)
6. Practice the question sentences with Æ, as shown in the following example.
Example:
Q: £·
ÆÒÆÒ
ÆAÈa
A: Ð
¼
Ã
ÀÕ
M£·
ÆÒÆÒ
Aa
Questions:
college; high school; dormitory; homeland (the addressee’s, the addressee’s friend, others).
(3) Changing the topic or making a conclusion
7. Listen to dialogue (3): (R: S1-2-7)
8. Practice changing the topic by using ¡ç, as shown in the following example.
Example:
Fë«
ÅÕ
AÈaĝı
Ğ Õ
Aa
(that; that is a pen, too)
¡ç°¨ëܨëĝı
Ğ Õ
Aa
ßÂÐ
¨ÎÌ
°¹
Ó
ÁªAÈa¤¤°¹
Ó
ÁªAa
(Li-san; she won’t go)
Stage 1-2 (Workbook 1) 69
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