Monday, June 7, 2010 First Final Exam Day
JAPANESE 3 -- First period
Students performed final dialogues and handed in scripts in both Japanese and English.
Fellow students observed while referring to rubric handed out last year and used again this year. Only variation is that this year memorization was not required.
Teacher collected texts. The following students still have not handed in their texts: Sofia F., Torri A., Karen Y., Bundit T., Jamie H., Stephanie Z., Tyler L., Karia J., Rachel G., Esmeralda T., Xindi S.
JAPANESE 1
No final exam today.
JAPANESE 2
No final exam today.
JAPANESE 4/AP
No final exam today.
Tuesday, June 8, 2010
Friday, June 4, 2010
June 4, 2010 An Eight Period Day
Friday, June 4, 2010 An Eight Period Day
JAPANESE 3 -- First period
Students took the second portion of the scantron final and the writing portion as well.
The rubric for evaluation of final dialogues (same criteria as last year) was distributed to each student. Final dialogues will be performed on Monday.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took the secondt part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took the second part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Students worked on their final projects in the library today, with coaching from Kimmel Sensei
Some students handed their stories in, as scheduled. The rest will hand them in on the day of the oral, when we will read them together and to each other.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
Students took the second portion of the scantron final and the writing portion as well.
The rubric for evaluation of final dialogues (same criteria as last year) was distributed to each student. Final dialogues will be performed on Monday.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took the secondt part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took the second part of scantron portion of final and the writing portion of the final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Students worked on their final projects in the library today, with coaching from Kimmel Sensei
Some students handed their stories in, as scheduled. The rest will hand them in on the day of the oral, when we will read them together and to each other.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
June 3, 2010 A Block Two Day
Thursday, June 3, 2010 A Block Two Day
JAPANESE 3 -- First period
This class does not meet on Block Two days.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took first part of scantron portion of final
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took first part of scantron portion of final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Anton H. and Lalita A. gave their presentations today.
Students worked on their final projects in computer lab 114 today, with coaching from Kimmel Sensei
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
JAPANESE 3 -- First period
This class does not meet on Block Two days.
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
Students took first part of scantron portion of final
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Students took first part of scantron portion of final.
Requirements for final dialogue next Tuesday:
4. 3 typewritten pages, double-spaced, of Japanese text
5. separate translation in English
6. both scripts must be handed in by each dialogue participant
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Anton H. and Lalita A. gave their presentations today.
Students worked on their final projects in computer lab 114 today, with coaching from Kimmel Sensei
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Jerome-kun found outstanding website for watching and listening to Japanese weather forecasts:
http://weathernews.jp
Useful website for vocabulary: search for Denshi Jisho in Google, has vocab and also information on each kanji constituting a word.
REMINDER: In doing high school assignments or college assignments or tasks out in the world, every one of us should be trying to do the best and most complete work possible, not the least possible.
You might like to work with the following kanji-learning website:
http://www.jpf.org.uk/language/kanjifiles/kanjicard.html
Wednesday, June 2, 2010
June 2, 2010 A Block One Day
Wednesday, June 2, 2010 A Block One Day
JAPANESE 3 -- First period
All students worked on their dialogues during the first part of the period.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
Ｂio students Pranee, Jamie, Naomi, Stephanie, and DJ saw heart transplant in DL Lab today during second half of Block One. They will take first part of the Japanese III scantron in Mrs. Havlik’s classes tomorrow – at her suggestion.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
All students worked on their dialogues during class.
Requirements for final dialogue next Monday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board for review in class today ---
おもしろい Ｉｎｔｅｒｅｓｔｉｎｇ， ｉｎ ａ ｇｏｏｄ ｗａｙ
わたし・ぼく は おなか が すきました。 Ｉ ａｍ ｈｕｎｇｒｙ．
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
All students worked on their dialogues during class.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board today, list of special formal expressions あいさつ：
１． おはよう ございます
２． こんにち は
３． こんばん は
４． おやすみなさい
５． いただきます
６． ごちそうさま でした
７． おじゃま します、 おじゃま しました
８． おげんき です か。
９． ＿＿＿＿ は いかが です か。
１０． はじめまして
１１． どうず よろしく
１２． いいえ、そう で も ない です。
１３． もし もし
１４． どうぞ あがって ください
１５． いって きます、いって らっしゃい
１６． いらっしゃいませ
１７． まいど ありがとう ございました。
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
JAPANESE 3 -- First period
All students worked on their dialogues during the first part of the period.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
Ｂio students Pranee, Jamie, Naomi, Stephanie, and DJ saw heart transplant in DL Lab today during second half of Block One. They will take first part of the Japanese III scantron in Mrs. Havlik’s classes tomorrow – at her suggestion.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
All students worked on their dialogues during class.
Requirements for final dialogue next Monday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board for review in class today ---
おもしろい Ｉｎｔｅｒｅｓｔｉｎｇ， ｉｎ ａ ｇｏｏｄ ｗａｙ
わたし・ぼく は おなか が すきました。 Ｉ ａｍ ｈｕｎｇｒｙ．
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
All students worked on their dialogues during class.
Requirements for final dialogue next Tuesday:
1. 3 typewritten pages, double-spaced, of Japanese text
2. separate translation in English
3. both scripts must be handed in by each dialogue participant
On board today, list of special formal expressions あいさつ：
１． おはよう ございます
２． こんにち は
３． こんばん は
４． おやすみなさい
５． いただきます
６． ごちそうさま でした
７． おじゃま します、 おじゃま しました
８． おげんき です か。
９． ＿＿＿＿ は いかが です か。
１０． はじめまして
１１． どうず よろしく
１２． いいえ、そう で も ない です。
１３． もし もし
１４． どうぞ あがって ください
１５． いって きます、いって らっしゃい
１６． いらっしゃいませ
１７． まいど ありがとう ございました。
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
This class does not meet on Block One days.
Tuesday, June 1, 2010
June 1, 2010 An Eight Period Day
Monday, June 1, 2010 An Eight Period Day
JAPANESE 3 -- First period
On board review—
1. Relational particles
(h)e へ 東京 へ 行く。
De で
１．としょかん で 読む。In this sentence, で means “at” or “in” a place where action occurs, in a sentence with an active verb.
2. バス で かえる。In this sentence, で means “by means of” transport in a sentence with a traveling verb. (Some traveling verbs: 行く、来る、かえる、入る（はいる）、あるく、はしる)
3. フォーク で 食べる。 In this sentence, で means “with” as in by means of a tool or language or writing system in a sentence with an active verb.
4. ケンくん は ハンサム で しずかな 人 です。In this sentence, で means “and” and is functioning as the て form of です。
To と
2. “Describe your town”
Existence
この へん・町（まち） に ＿＿＿＿Ａ＿＿＿＿ が あります か。
Ａ は Ｂ の 右、左、側、隣、前、後ろ に Ｂ が あります。
Ａ ａｎｄ Ｂ ａｒｅ ｐｌａｃｅｓ：はし、こうさてん、こうえん、こうてい、森、林、としょかん、びょういん、しんごう、大学、ホテル、バスてい、フェリーのりば、きっさてん、デパート、Ｅｔｃ．
AP Bio students Pranee, Jamie, Naomi, Stephanie, and DJ are supposed to see heart transplant in DL Lab tomorrow.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
On board for review in class today ---
Relational Particles:
を indicates direct object
は indicates topic/subject
が in wa/ga pattern sentences
A wa B ga suki desu
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying”
も also, too
か makes a statement into a question
ね “right?” confirming question at end of sentence
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Today’s on-board second year review
Relational Particles:
を indicates direct object
は indicates topic/subject
が 1. in wa/ga pattern sentences
A wa B ga suki desu
2. means “but” between two independent clauses
3. used in expressions describing people
4. indicates direct object in sentences with potential verbs
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
3. indicates tool/language/writing system in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying
も 1. also, too
2. use when asking permission
か 1. turns a sentence into a question
2. means “or” between two verbs
ね “right?” confirming question
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
＿＿＿て います、いま した
＿＿＿て いません、い ませんでした
＿＿＿て も いい・だ め です か
＿＿＿て は いい・だ め です。
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
だしました
きました Wore 上
はきました Wore 下
およぎました
シャワー を あびまし た
売りました うりました
つすくりました
つかいました
はしりました
あるきました
まちました
あらいました
かりました
出かけました、でかけま した
とりました
ありました
いました
はなしました
うたいました
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Connie Y., Azrieal W., and Jerome M. gave their presentations today. Anton H. and Lalita A. still have not done so.
REMINDER:
STUDENTS WHO HAVE NOT ORALLY PRESENTED THEIR CULTURAL TOPICS MUST ARRANGE TO DO SO.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
JAPANESE 3 -- First period
On board review—
1. Relational particles
(h)e へ 東京 へ 行く。
De で
１．としょかん で 読む。In this sentence, で means “at” or “in” a place where action occurs, in a sentence with an active verb.
2. バス で かえる。In this sentence, で means “by means of” transport in a sentence with a traveling verb. (Some traveling verbs: 行く、来る、かえる、入る（はいる）、あるく、はしる)
3. フォーク で 食べる。 In this sentence, で means “with” as in by means of a tool or language or writing system in a sentence with an active verb.
4. ケンくん は ハンサム で しずかな 人 です。In this sentence, で means “and” and is functioning as the て form of です。
To と
2. “Describe your town”
Existence
この へん・町（まち） に ＿＿＿＿Ａ＿＿＿＿ が あります か。
Ａ は Ｂ の 右、左、側、隣、前、後ろ に Ｂ が あります。
Ａ ａｎｄ Ｂ ａｒｅ ｐｌａｃｅｓ：はし、こうさてん、こうえん、こうてい、森、林、としょかん、びょういん、しんごう、大学、ホテル、バスてい、フェリーのりば、きっさてん、デパート、Ｅｔｃ．
AP Bio students Pranee, Jamie, Naomi, Stephanie, and DJ are supposed to see heart transplant in DL Lab tomorrow.
Don’t forget ---
Comparative Structure—
A to B to wa, dochira ga ________ (adj.) desu ka/ no?
A と Ｂ と は、どちら が ＿＿＿＿ です か。
A no hou ga B yori _____________ (adj.) desu/no/nda
Ａ の 方（ほう）が Ｂ より ＿＿＿＿＿ です・の・んだ
Examples:
Ｓｉｘ Ｆｌａｇｓ と Ｄｉｓｎｅｙ Ｗｏｒｌｄ と は
どちら（どっち）が あぶない です か。
Ｓｉｘ Ｆｌａｇｓ の 方 が Ｄｉｓｎｅｙ Ｗｏｒｌｄ より
あぶない です。
犬の方がねこよりかわいいです か。
犬もねこもかわいいですよ。
Superlative Structure
Category no naka de, X wa ichiban ________ (adj.) desu/no/nda
＿＿＿＿ の 中 で、Ｘ は 一番（いちばん）＿＿＿＿ です・の・んだ
Examples:
山の中でエベレスト山は一番たかいです。
川の中でアマゾン川は一番ながいです。
Be sure to register with Japanese site on Moodle.
JAPANESE 1 – Fifth period。
On board for review in class today ---
Relational Particles:
を indicates direct object
は indicates topic/subject
が in wa/ga pattern sentences
A wa B ga suki desu
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying”
も also, too
か makes a statement into a question
ね “right?” confirming question at end of sentence
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
Students must know the following kanji:
日本、日本語、
日、月、火、水、木、金、土
にち、げつ、か、すい、もく、きん、ど
日よう日、月よう日、火よう日、（Ｅｔｃ．）
一月、二月、三月 （Ｅｔｃ．）
いちがつ、にがつ、さんがつ
木；林；森
き、もく；はやし；もり
田、山、川
た、だ；やま、さん；かわ
日よう日, Nichiyoubi, Ｓｕｎｄａｙ
月よう日, Getsuyoubi , Ｍｏｎｄａｙ
火よう日, Kayoubi , Ｔｕｅｓｄａｙ
水よう日, Suiyoubi , Wednesday
木よう日, Mokuyoubi ,Ｔｈｕｒｓｄａｙ
金よう日 Kinyoubi ,Ｆｒｉｄａｙ
土よう日 Doyoubi, Ｓａｔｕｒｄａｙ
Last week we did kanji writing practice, including kanji we’ve already seen and new kanji with stroke order on the board for (for example)
糸、天、気、正しい、貝、男、足、手、目、耳、虫
いと；てん；き；ただしい；かい；おとこ；あし；て；め；みみ；むし、
白い、赤い、青い、口、女、子、人、山、木、林、森、
しろい；あかい；あおい；くち；おんな；こ；ひと；やま；き；はやし；もり
夕、空、雨、川、田、犬、竹、草、花、早い、立つ、
ゆう；そら；あめ；かわ；た；いぬ；たけ；くさ；はやい；たつ
上、下、見る、左、右
うえ；した；みる；ひだり；みおぎ
REMINDER: We are at the point where we should no longer be using ROMAji. We now can write everything in hiragana and katakana.
Don’t forget sentence structure:
Time に Topic/subject は Destination に Traveling Verb
Time に Topic/subject は Direct Object を Active Verb
Reminders about verbs:
Traveling verbs:
いきました、いって Ｗｅｎｔ
きました、きて Ｃａｍｅ
はいりました、はいって Ｅｎｔｅｒｅｄ
かえりました Ｒｅｔｕｒｎｅｄ （ｈｏｍｅ）
Family words, i.e. kinship terms:
ちち、おとうさん、おかあさん、おばあさん
New adjectives, and in the past tense!
あたらしい です。 あたらしかった です。Ｉｓ ｎｅｗ． Ｗａｓ ｎｅｗ．
あつい です。 あつかった です。 Ｉｓ ｈｏｔ． Ｗａｓ ｈｏｔ．
たのしい です。 たのしかった です。 Ｉｓ ｅｎｊｏｙａｂｌｅ．
Ｗａｓ ｅｎｊｏｙａｂｌｅ．
Be sure to register with Japanese site on Moodle。
JAPANESE 2 Sixth Period
Today’s on-board second year review
Relational Particles:
を indicates direct object
は indicates topic/subject
が 1. in wa/ga pattern sentences
A wa B ga suki desu
2. means “but” between two independent clauses
3. used in expressions describing people
4. indicates direct object in sentences with potential verbs
の indicates possession (of, from, etc.)
に 1. indicates exact time with name or number
2. indicates destination in a sentence with a traveling verb
よ an audible exclamation point at end of sentence!
で 1. indicates “by means of” transport in sentences with traveling verbs
2. indicates place where action happens in sentences with active verbs
3. indicates tool/language/writing system in sentences with active verbs
と 1. “and” between nouns
2. “with, accompanying
も 1. also, too
2. use when asking permission
か 1. turns a sentence into a question
2. means “or” between two verbs
ね “right?” confirming question
Verb Conjugation
＿＿＿ました、＿＿＿ま せんでした
＿＿＿ます、＿＿＿＿ま せん
＿＿＿＿ましょう
＿＿＿て います、いま した
＿＿＿て いません、い ませんでした
＿＿＿て も いい・だ め です か
＿＿＿て は いい・だ め です。
Verb List:
のみました
食べました たべました
飲みました のみました
行きました いきました
聞きました ききました
見ました みました
買いました かいました
読みました よみました
入りました はいりまし た
すわりました
でました
おくれました
すみません
スポーツ、かいもの、 ゲームしゅくだい、はくしゅ しました
です・で は ありませ ん
でした・ で は あり ませんでした
かちました
まけました
だしました
きました Wore 上
はきました Wore 下
およぎました
シャワー を あびまし た
売りました うりました
つすくりました
つかいました
はしりました
あるきました
まちました
あらいました
かりました
出かけました、でかけま した
とりました
ありました
いました
はなしました
うたいました
Be sure to register with Japanese site on Moodle。
JAPANESE 4 and AP – Seventh period
Connie Y., Azrieal W., and Jerome M. gave their presentations today. Anton H. and Lalita A. still have not done so.
REMINDER:
STUDENTS WHO HAVE NOT ORALLY PRESENTED THEIR CULTURAL TOPICS MUST ARRANGE TO DO SO.
Below are guidelines for the childrens’ stories. Students had a chance to look at ways to physically produce their books, after they are written. Students sent their work-in-progress to Sensei by email:
最後のプロジェクト
子供のための物語
１． Length: between 800 and 900 characters
２． Use the plain past verb conjugational form consistently
３． Must be an original story suitable for children, not a traditional Japanese tale or a story from another source.
４． Must be illustrated, but you need not draw yourself. You may use images from the Internet, for example.
５． If you want an extra copy, make an extra copy yourself. The original will stay with the Japanese program for use by future Japanese classes.
６． Story must be submitted as a whole at the end of the story, after the illustrated version that is interspersed with pictures.
７． Students must email day’s progress to Sensei every day that we work on the stories in class.
８． Stories must be written in the plain/informal past tense.
９． Completed stories will be due on June 4th. All must be present for reading out loud on June 9th, exam day.
All students have had the opportunity to read three folktales 昔話（むかしばなし）so that they can begin to think about the original children’s stories (which must be illustrated) of similar (or longer) length that they will be writing for their final projects.
Sunday, May 30, 2010
Japanese 2 June Review (work in progress)
Second Year Japanese year end review -- partial
Students are responsible for asking about items they don't understand or don't remember.
Text: 2 Kimono 1-9 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
1. verb and adj. tenses and vocabulary
a. verb conjugational groups I, II, and III
b. active verbs, traveling verbs (いきます、きます、かえります, etc.), and existence verbs (います、あります)
c. い adjectives ("true" adjectives)--conjugations affirmative, negative, past,non-past--ーーい、ーーよくない、ーーよかった、ーーよくなかった 【です】
d. な adjectives ("adjectival nouns)--な before nouns, but not before ですーー
conjugate the です because these adjectives don't change internally-- there are fewer of these; you must memorize which they are
2. vocabulary (some themes and categories)
food, places (destinations), activities, family members, means of transport,classroom objects, stores and places of business, items bought and sold in these places,
qestion words,
どこ、だれ、いつ、いくら、なんさい、何月、何日、何よう日、何人、なにじん、どうして、どう、どんな、どの、何年（なにどし）
languages, nationalities,destinations and places, foods, adverbs in general,
adverbs of frequency,
ぜんぜん Negative verb
｛ほとんど Negative verb｝
あまり Negative verb
ときどき
たいてい
よく
いつも
positions and locations, sickness and body parts, colors,measurements of length (meters, kilometers),
clothing,
きます（Gr. 2, Wear above waist)
はきます（Wear below waist)
describing people,existence verbs, traveling verbs,
verbs of existence,
formal expressions of politeness あいさつ
おじゃま します、おじゃま しました
おみまい
いって らっしゃい、いって きます
おかえりなさい、ただいま
いただきます、ごちそうさま でした
もし もし
おねがい します
おだいじ に
おそく なって、すみません
いらっしゃいませ
まいど ありがとう ございました
いくら です か。
りょうがえ はーー
3. how to do introductions and self-introductions
name, age, phone, address, birthday, astrological year, hobbies, jobs, family members
4. astrological animals and other animals
5. time (including free time ひまな とき)
hours of day, months, days of week
today, tomorrow, yesterday, next week, seasons
years
6. relational particles は、 が、 か、 に、 を、 で、 ね、 よ、 と、 や、 よ、 も
7. writing system
a.hiragana b. katakana
c. kanji: Japan, language, numbers 1 through 10, 100, 1000,10,000
days of week, eat, see, eye, mouth/entrance, yen, buys、
(see first grade kanji list)、hand, mouth, ear, foot/leg, up/above
down/below, in front of, behind, big, little, middle/inside, go, store, car, person,father, mother, man, woman, child, dog, mountain, river, rice field,
yen, next-door, sells, reads, drinks, speaks, says
読みます Reads
売ります Sells
言います Says
話します Speaks
飲みます Drinks
食べます Eats
来ます Comes
出ます Departs
行きます Goes
出来ます Can do
買います Buys
見ます Sees
立ちます Stands
d. ROMAji -- students should be able to write everything in hiragana, katakana, and kanji (there are only few acronyms like OL or NATO that remain in ROMAji)
8. sentence structure
a. T に T は P で O を activeVerb
b. T に T は [means-of-transport] で travelingV
c. Place の position に inanimate thing が arimasu
Place の position に animal or person が imasu
d. wa/ga pattern sentences まりさん は かみ が ながい です。
e. ga to indicate direct object in sentences with potential verbs
9. counters : months, days of week, tens, hundreds, thousands, ten-thousands,people, animals, indigenous, long-thin-things, bound volumes,
round things, minutes (in five minute increments)
Partial Verb vocabulary:
見せます, 出ます{でます｝, 出します｛だします｝,います,
読みます、 立ちます｛たちます｝、 話します、わかります
かちます、 行きます、 かえります、 ねます
あります、 あいます、 あそびます、まけます
します、 おきます、 しめます、 あけます
買います、 きますgr.2、 来ます｛きます｝gr.3、すんで います
食べます、 見ます、すわります、 言います｛いいます｝
やすみます、 飲みます｛のみます｝、かきます、 しって います ｛Knows/is knowing}
まちます、あるきます、はしります、 がんばります
およぎます、 あらいます、つかいます｛Uses, spends},つくります｛Makes}
かって います｛Owns/raises/is raising a pet}、つくります
つかいます
Nouns that become verbs with します
べんきょう、かいもの
すいえい、さんぽ
ダンス 、 スポーツ、ランニング、
しょうかい、じこしょうかい
Verb conjugation forms:
non-past: affirmative 、negative
i.e., habitual present or future
ーーます、 ーーません
simple past: Affirmative, negative
ーーました , ーーませんでした
polite commands: ーーて/で ください
volitional (let's): ーーましょう
invitation : ーーません か
present continuative: Affirmative, negative
ーーて います, ーーて いません
past continuative: Affirmative, negative
ーーて いました, ーーて いませんでした
Asking permission: ーーて も いい です か
potential (can, able to)
___えます Gr.1
___られます Gr.2
出来ます｛できます｝
来られます ｛こられます｝、 Gr. 3
Verb Conjugational Groups:
Group I
1. most numerous group
2. there is an extra "i" syllable before the "masu"
3. complex conjugation, us "te form song" to conjugate "te" form from "masu"
4. also known as "strong verbs" or "consonant verbs"
Group II
1. fewer in number than Group 1
2. easiest group to conjugate
3. all "emasu" verbs are in Group II
4. some "imasu" verbs are in Group II
5. also known as "weak verbs"
Group III
1. only 2 completely irregular verbs: します、きます(comes)
2. in te form, 行きます is irregular
Songs:
１．あめ、あめ
２．さくら
３．Osaka City Song
４．ぞうさん
５、はなこ さん の まきば で
Students are responsible for asking about items they don't understand or don't remember.
Text: 2 Kimono 1-9 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
1. verb and adj. tenses and vocabulary
a. verb conjugational groups I, II, and III
b. active verbs, traveling verbs (いきます、きます、かえります, etc.), and existence verbs (います、あります)
c. い adjectives ("true" adjectives)--conjugations affirmative, negative, past,non-past--ーーい、ーーよくない、ーーよかった、ーーよくなかった 【です】
d. な adjectives ("adjectival nouns)--な before nouns, but not before ですーー
conjugate the です because these adjectives don't change internally-- there are fewer of these; you must memorize which they are
2. vocabulary (some themes and categories)
food, places (destinations), activities, family members, means of transport,classroom objects, stores and places of business, items bought and sold in these places,
qestion words,
どこ、だれ、いつ、いくら、なんさい、何月、何日、何よう日、何人、なにじん、どうして、どう、どんな、どの、何年（なにどし）
languages, nationalities,destinations and places, foods, adverbs in general,
adverbs of frequency,
ぜんぜん Negative verb
｛ほとんど Negative verb｝
あまり Negative verb
ときどき
たいてい
よく
いつも
positions and locations, sickness and body parts, colors,measurements of length (meters, kilometers),
clothing,
きます（Gr. 2, Wear above waist)
はきます（Wear below waist)
describing people,existence verbs, traveling verbs,
verbs of existence,
formal expressions of politeness あいさつ
おじゃま します、おじゃま しました
おみまい
いって らっしゃい、いって きます
おかえりなさい、ただいま
いただきます、ごちそうさま でした
もし もし
おねがい します
おだいじ に
おそく なって、すみません
いらっしゃいませ
まいど ありがとう ございました
いくら です か。
りょうがえ はーー
3. how to do introductions and self-introductions
name, age, phone, address, birthday, astrological year, hobbies, jobs, family members
4. astrological animals and other animals
5. time (including free time ひまな とき)
hours of day, months, days of week
today, tomorrow, yesterday, next week, seasons
years
6. relational particles は、 が、 か、 に、 を、 で、 ね、 よ、 と、 や、 よ、 も
7. writing system
a.hiragana b. katakana
c. kanji: Japan, language, numbers 1 through 10, 100, 1000,10,000
days of week, eat, see, eye, mouth/entrance, yen, buys、
(see first grade kanji list)、hand, mouth, ear, foot/leg, up/above
down/below, in front of, behind, big, little, middle/inside, go, store, car, person,father, mother, man, woman, child, dog, mountain, river, rice field,
yen, next-door, sells, reads, drinks, speaks, says
読みます Reads
売ります Sells
言います Says
話します Speaks
飲みます Drinks
食べます Eats
来ます Comes
出ます Departs
行きます Goes
出来ます Can do
買います Buys
見ます Sees
立ちます Stands
d. ROMAji -- students should be able to write everything in hiragana, katakana, and kanji (there are only few acronyms like OL or NATO that remain in ROMAji)
8. sentence structure
a. T に T は P で O を activeVerb
b. T に T は [means-of-transport] で travelingV
c. Place の position に inanimate thing が arimasu
Place の position に animal or person が imasu
d. wa/ga pattern sentences まりさん は かみ が ながい です。
e. ga to indicate direct object in sentences with potential verbs
9. counters : months, days of week, tens, hundreds, thousands, ten-thousands,people, animals, indigenous, long-thin-things, bound volumes,
round things, minutes (in five minute increments)
Partial Verb vocabulary:
見せます, 出ます{でます｝, 出します｛だします｝,います,
読みます、 立ちます｛たちます｝、 話します、わかります
かちます、 行きます、 かえります、 ねます
あります、 あいます、 あそびます、まけます
します、 おきます、 しめます、 あけます
買います、 きますgr.2、 来ます｛きます｝gr.3、すんで います
食べます、 見ます、すわります、 言います｛いいます｝
やすみます、 飲みます｛のみます｝、かきます、 しって います ｛Knows/is knowing}
まちます、あるきます、はしります、 がんばります
およぎます、 あらいます、つかいます｛Uses, spends},つくります｛Makes}
かって います｛Owns/raises/is raising a pet}、つくります
つかいます
Nouns that become verbs with します
べんきょう、かいもの
すいえい、さんぽ
ダンス 、 スポーツ、ランニング、
しょうかい、じこしょうかい
Verb conjugation forms:
non-past: affirmative 、negative
i.e., habitual present or future
ーーます、 ーーません
simple past: Affirmative, negative
ーーました , ーーませんでした
polite commands: ーーて/で ください
volitional (let's): ーーましょう
invitation : ーーません か
present continuative: Affirmative, negative
ーーて います, ーーて いません
past continuative: Affirmative, negative
ーーて いました, ーーて いませんでした
Asking permission: ーーて も いい です か
potential (can, able to)
___えます Gr.1
___られます Gr.2
出来ます｛できます｝
来られます ｛こられます｝、 Gr. 3
Verb Conjugational Groups:
Group I
1. most numerous group
2. there is an extra "i" syllable before the "masu"
3. complex conjugation, us "te form song" to conjugate "te" form from "masu"
4. also known as "strong verbs" or "consonant verbs"
Group II
1. fewer in number than Group 1
2. easiest group to conjugate
3. all "emasu" verbs are in Group II
4. some "imasu" verbs are in Group II
5. also known as "weak verbs"
Group III
1. only 2 completely irregular verbs: します、きます(comes)
2. in te form, 行きます is irregular
Songs:
１．あめ、あめ
２．さくら
３．Osaka City Song
４．ぞうさん
５、はなこ さん の まきば で
Japanese 1 June Review (work in progress)
First Year Japanese Year End Review -- (work in progress)
Students are responsible for asking questions if there are items here that they don't remember or don't understand.
Text: 1 Kimono 1-8 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
Verbs, and all about them
location in sentence
...masu ...masen ...mashita ...masendeshita
...mashou
...te/ de forms
simple present, simple past, volitional
affirmative, negative
polite requests/demands with kudasai
is/am/are [not] desu [de wa arimasen]
was/were [not] deshita [de wa arimasendeshita]
traveling verbs, active verbs, and です
KATAKANA foreign-derived words in Japanese, with a few examples
nations ドイツ フランス オ-ストラリア
foods コ-ヒ-, ピザ , スパゲッテイ,
some modern inventions バス, ラジオ, テレビ
names of non-Japanese people ホセ, テリ-
use of dash for long vowel, use of dash instead of “r” after a vowel パ-テイ-
small vowels after other syllables ファション
Adjectives: types, i (and na, with different conjugations)
1. position: before a noun
before desu
2. present or past
Kinship Terms--words for family relationships
your own family members (family members of the person who is speaking)
other people’s family members (listeners’ family members)
Formal Expressions/Aisatsu (linguistic expression of essential POLITENESS)
before and after meals
leaving home in the morning and returning
arriving at someone’s house for a visit, and leaving
inviting someone into your house
greeting someone in the morning, afternoon, or evening
saying goodnight just before bed
APOLOGIZING--If you never apologize,
you are failing in the Japanese culture portion of the course.
saying goodbye
calling a family on the telephone and asking for one particular person
Invitations: accepting and refusing, politely
Compliments, and how to respond to them
Means of Transportation: trains, planes, cars, buses, bicycles
Destinations: town, school, library, airport, friend’s house, cities, countries etc.
This one, that one (and that one Way Over There): near speaker, near listener (far from both speaker and listener)
Relational Particles: what they are and when to use them
は、 か、 を、 に、 が、 よ、 で、 の 、 と、 よ
Kanji:
1 through 999 days of the week
mountain, river, rice field language
person Japan: sun’s source
book moon, fire, water, tree, gold/money, earth
verbs: goes, sees 行きます｛いきます｝、 見ます｛みます｝
[hand, foot, mouth, ear, eye]
Word Order in Sentences:
Kimmel’s First Law: ”Verb Comes Last” repeated 3 times
From the great Russian linguist of Japanese language learning, Prof. Titipov
TTPOV: Time に, Topic/Subject は, Place で, Object を, Verb (Active)
Alternative form for sentences with traveling verbs:
Time に Topic は Means-of-Transport で Destination に traveling verb
Addresses and Telephone Numbers
Street name no number ban
Names of the Main Japanese Islands and of Important Cities in Japan
Honshuu, Hokkaidou, Shikoku, Kyuushuu
Tokyo, Osaka, Hiroshima, Nara, Kyoto, Nagasaki
Great Japanese Landmarks
Ginza, Tokyo Tower, Daibutsu/Great Buddha, Mt. Fuji/Fuji-san
Times of Day, Months, Seasons, the Weekend, Last Week, now, every day, etc.
Describing people and things--adjectives in present and past tenses
big, small, great, noisy, easy/gentle, difficult, delicious, yucky-tasting
cute, new, enjoyable, boring, etc.
Hobbies and sports
Classroom objects: door, window, chair, (black)board, pen, pencil, book, etc.
School subjects: social studies, history, Japanese, English, Phys. ed., music, etc.
Self-introduction and Introduction
Songs: 1. Sakura, 2. Hiragana Song, 3. Zou-san,
4. exercises 9. Minna de, Ohayo 10. Hanako-san no Maki-ba de (Old MacDonald)
Students are responsible for asking questions if there are items here that they don't remember or don't understand.
Text: 1 Kimono 1-8 , textbook and workbook
published in Australia,
distributed by EMC Publications, Minnesota
Verbs, and all about them
location in sentence
...masu ...masen ...mashita ...masendeshita
...mashou
...te/ de forms
simple present, simple past, volitional
affirmative, negative
polite requests/demands with kudasai
is/am/are [not] desu [de wa arimasen]
was/were [not] deshita [de wa arimasendeshita]
traveling verbs, active verbs, and です
KATAKANA foreign-derived words in Japanese, with a few examples
nations ドイツ フランス オ-ストラリア
foods コ-ヒ-, ピザ , スパゲッテイ,
some modern inventions バス, ラジオ, テレビ
names of non-Japanese people ホセ, テリ-
use of dash for long vowel, use of dash instead of “r” after a vowel パ-テイ-
small vowels after other syllables ファション
Adjectives: types, i (and na, with different conjugations)
1. position: before a noun
before desu
2. present or past
Kinship Terms--words for family relationships
your own family members (family members of the person who is speaking)
other people’s family members (listeners’ family members)
Formal Expressions/Aisatsu (linguistic expression of essential POLITENESS)
before and after meals
leaving home in the morning and returning
arriving at someone’s house for a visit, and leaving
inviting someone into your house
greeting someone in the morning, afternoon, or evening
saying goodnight just before bed
APOLOGIZING--If you never apologize,
you are failing in the Japanese culture portion of the course.
saying goodbye
calling a family on the telephone and asking for one particular person
Invitations: accepting and refusing, politely
Compliments, and how to respond to them
Means of Transportation: trains, planes, cars, buses, bicycles
Destinations: town, school, library, airport, friend’s house, cities, countries etc.
This one, that one (and that one Way Over There): near speaker, near listener (far from both speaker and listener)
Relational Particles: what they are and when to use them
は、 か、 を、 に、 が、 よ、 で、 の 、 と、 よ
Kanji:
1 through 999 days of the week
mountain, river, rice field language
person Japan: sun’s source
book moon, fire, water, tree, gold/money, earth
verbs: goes, sees 行きます｛いきます｝、 見ます｛みます｝
[hand, foot, mouth, ear, eye]
Word Order in Sentences:
Kimmel’s First Law: ”Verb Comes Last” repeated 3 times
From the great Russian linguist of Japanese language learning, Prof. Titipov
TTPOV: Time に, Topic/Subject は, Place で, Object を, Verb (Active)
Alternative form for sentences with traveling verbs:
Time に Topic は Means-of-Transport で Destination に traveling verb
Addresses and Telephone Numbers
Street name no number ban
Names of the Main Japanese Islands and of Important Cities in Japan
Honshuu, Hokkaidou, Shikoku, Kyuushuu
Tokyo, Osaka, Hiroshima, Nara, Kyoto, Nagasaki
Great Japanese Landmarks
Ginza, Tokyo Tower, Daibutsu/Great Buddha, Mt. Fuji/Fuji-san
Times of Day, Months, Seasons, the Weekend, Last Week, now, every day, etc.
Describing people and things--adjectives in present and past tenses
big, small, great, noisy, easy/gentle, difficult, delicious, yucky-tasting
cute, new, enjoyable, boring, etc.
Hobbies and sports
Classroom objects: door, window, chair, (black)board, pen, pencil, book, etc.
School subjects: social studies, history, Japanese, English, Phys. ed., music, etc.
Self-introduction and Introduction
Songs: 1. Sakura, 2. Hiragana Song, 3. Zou-san,
4. exercises 9. Minna de, Ohayo 10. Hanako-san no Maki-ba de (Old MacDonald)
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