February 6, 2009 Friday Eight Period Day

February 6, 2009 Friday Eight Period Day

Independent Study

Students performed speaking assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning.
Hand out Nelson’s Compact Kanji Dictionary (each student who received a dictionary wrote a thank-you letter to FOP), practice looking up 漢字 with various methods:
By radical
By on/kun 音読み、訓読み　reading
前　is the example: which portion is the radical? Turns out to be リ
On Monday class will do more practice with transitive and intransitive verbs
他動詞、自動詞
Homework: Determine radicals for each 漢字 in the following words　
他動詞、自動詞


Japanese 1

Students took vocabulary quiz on days of week, adjectives, foods, likes-and-dislikes. All hiragana -- no romanization!

After quiz, handout of Sakata Gintoki image

Homework assignment: get information about him and his world and write 5 sentences 日本語　で based on that information.




Japanese 3

Students took quiz on plain negative forms of verbs, one of the grammatical points of 3 Kimono Chapter 6.

Audio comprehension section of lesson – with review of adverbs of frequency　よく、時々、たいてい、あまり、ほとんど、ぜんぜん
and plain aff. and neg verbs in “dating game” format

Homework: Write 読みましょう　handout 日本語　で


Japanese 2

New topic, (Western-style) clothing, with special カタカナ　vocabulary
(a few exmples: ワンピース、ジージャン)
Separate verbs for wearing items on different parts of body:
きます、はきます、します
Adverbs of frequency: よく affirmative verb、
あまり negative verb、
ぜんぜん　negative verb

[Ms. Bethany Pauter researched problems with Gradequick program, which sometimes shows information to families that is different from information posted by faculty. She has repaired that discrepancy for the Japanese 2 class.]

Homework: workbook page 52, write Japanese text in English on a separate piece of paper (to be handed in), and then answer the questions on the page



Japanese 4/AP

Students [Cerda, Williams, Wu, Howell, Reyes] performed oral assignment: using notes (not written sentences) speak in Japanese about daily morning routine or the routine of a particular morning. Others will perform assignment 月曜日に

Further discussion of embedded questions assignment--
as of Saturday night, February 7th, 4 more people have weighed in on this assignment、offering similar, but sometimes different, "right" answers: two Japanese language teachers (1 native speaker, one non-native speaker of Japanese), one graduate of Nanzan University in Nagoya, and a professional translator
"ようこそ：Continuing …" workbook pages 174-175
Write the questions you would ask, using the embedded question construction.

1. where your instructor was born

先生　は｛が｝　どこ　で　うまれた　か　しって　います　か。
先生　は｛が｝　どこ　に　うまれた　か　しって　います　か。
先生　が　どこ　に　うまれた　か　しって　います　か。

2. what your instructor’s office phone number is

先生　の　電話ばんごう　は　何か　しって　います　か。
先生　の　電話ばんごう　は　何ばん　か　しって　います　か。

3. where some famous person of your choice lives

みやざき　はやお　は　どこ　に　すんで　いる　か　しって　います　か。

4. what this famous person’s phone number is

みやざき　はやお　の　電話ばんごう　は　何か　しって　います　か。
みやざき　はやお　の　電話ばんごう　は　何ばん　か　しって　います　か。

5. what kind of car the famous person drives

みやざき　はやお　は　どんな　車　を　うんてん　する　か　しって　います　か。
みやざき　はやお　が　どんな　くるま　を　うんてん　して　いる　か　しって　います　か。

6. what one of your classmates (you choose) ate for lunch yesterday

きのう　けん　くん　は　何　を　食べた　か　しって　います　か。

7. what time one of your classmates woke up this morning

けさ　けん　くん　は　何時　に　おきた　か　しって　います　か。

8. who the best friend ｛しんゆう｝ one of your classmates is

けん　くん　の　しんゆう　は　だれ　か　しって　います　か。

Return to Chapter 5 日本との出会い – progress to second page, discussion of トイレ　の　スリッパ -- cultural aspect – why they are there – “dirt” as a physical fact and symbolic “dirt, impurity” -- grammatical aspect, pointing out examples of embedded questions.

Bi-lingual handout regarding 節分｛せつぶん｝--begin work in class, with questions regarding 漢字　と　単語｛たんご｝

節分（せつぶん） - Setsubun

二月三日（あるいは四日）は節分です。古い日本の暦では春夏秋冬の各季節が始まる日が定められていて、立春、立夏、立秋、立冬といい、それぞれの日の前日を節分と呼んでいました。次第に新しい年の春を迎える時期にあたる立春の前日のことを主に節分と呼ぶようになり、今では節分といえばニ月三日のことだけをさすようになりました。節分の日には、お寺や神社､家庭などで鬼（災いのシンボル）を追い出し福を招き入れる豆まきの行事がおこなわれます。

On February 3rd (or 4th), a traditional event called Setsubun is practiced in Japan. In the old Japanese calendar, the first day of each season (spring, summer, autumn and winter) was set, which was called "risshun", "rikka", "risshuu" and "ritto" respectively, and the day before the first day of each season was called "Setsubun". Gradually the word setsubun changed to mean only the day before the first day of spring as spring was considered to be the beginning of a New Year, and later became fixed to February 3rd (or 4th). On this day people practice a ceremony called Mamemaki (bean-throwing) at temples, shrines and at home to expel demons (symbol of misfortune) and invite fortune.

節分（せつぶん）　 ワークシート

「日本語メモ」ウエブサイトの「節分（せつぶん）」のページのリンクを使って下の質問についてしらべ、わかったことを書きなさい。　　
www.nihongomemo.com/nenchugyoji/setsubun.htm

１． 節分が２月3日（あるいは４日）におこなわれるのはどうしてですか。

２． 節分の日に「豆まき」をするのは何のためですか。

３． 「豆まき」にはどんなことをしますか。説明してください。

４． 「豆まき」のときにはなんと言いますか。その意味は英語で何ですか。

５． 歴史的に見て、節分はいつごろからおこなわれるようになりましたか。

６． あなた自身の文化で節分に似たような習慣・行事はありますか。

Homework: finish answering above handout questions 日本語で

Guest: Mr. Kris Hipchen from DePaul University